Matematiksel Modelleme Sürecini Açıklayan Farklı Yaklaşımlar

Abstract

A r ş . G ö r . Ç a ğ l a r N a c i H I D I R OĞ L U D o ç . D r . E s r a B U K O V A G Ü Z E LMa t e ma t i k s e l Mo d e l l e me S ü r e c i n i A ç ı k l a y a n F a r k l ı Y a k l a ş ı ml a r -D i ff e r e

The Content Analysis of Mathematical Modelling Studies in Turkey: A Meta-synthesis Study

“…[15] x Teorik x Eraslan [16] x Lisans x Eraslan [17] x Lisans x Erbaş vd. [18] x Teorik x Güder [19] x Öğretmen x Güzel, Uğurel [20] x Lisans x Hıdıroğlu, Güzel [21] x Lisans x Hıdıroğlu, Güzel [22] x Teorik x Kaf [23] x İlköğretim x Kal [24] x İlköğretim x Karalı [25] x Lisans x Kertil [26] x Lisans x Keskin [27] x Lisans x Olkun vd. [28] x İlköğretim x Özaltun vd.…”

Effect of using cognitive tools on students' thinking skills in model generation activities

“…Facilitative feature of cognitive tools might have potential to reduce cognitive load of students during mathematical activities. This feature could reduce the necessity of conducting mathematical calculations so students could lead their cognitive capacity to the complex thinking processes as Ang ( 2010), and Hıdıroğlu and Güzel (2013) indicated in their studies.…”

Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches

“…Researchers agree that modeling is a cyclical process that includes multiple cycles (Haines & Crouch, 2007;Lehrer & Schauble, 2003;Zbiek & Conner, 2006). In the literature, a variety of visual references describe the stages of the cyclic nature of the modeling process (Borromeo Ferri, 2006;Hıdıroğlu & Bukova Güzel, 2013;Lingefjard, 2002b, NCTM, 1989. For instance, the modeling process described in the earlier Standards document by NCTM (1989, p. 138) emphasizes that mathematical modeling is a non-linear process that includes five interrelated steps: (i) Identify and simplify the realworld problem situation, (ii) build a mathematical model, (iii) transform and solve the model, (iv) interpret the model, and (v) validate and use the model.…”