Research into Mathematical Applications and Modelling

Stillman, Gloria; Brown, Jill; Galbraith, Peter; Ng, Kit Ee Dawn

doi:10.1007/978-981-10-1419-2_14

Cited by 11 publications

(4 citation statements)

References 45 publications

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“…Most students neglected the interpretation and validation steps of the modelling and do not make any evaluations. One of the most critical steps of the modelling process is to verify and interpret the solutions of the models created following the real-life situation (Berry & Houston, 1995;English, 2009;Gravemeijer, 2002;Maaß, 2006;Stillman et al, 2016). Among the essential facts of the emergence of this situation, the effect of the mathematical culture that students have acquired throughout their education can be shown.…”

Section: Discussion and Resultsmentioning

confidence: 99%

Mathematical Modelling Processes of Elementary Mathematics Teacher Candidates: An Example of Waste of Water

Kaya

Keşan

2022

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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Bu araştırmanın amacı, ilköğretim matematik öğretmeni adaylarının matematiksel modelleme süreçlerini incelemektir. Araştırmada, nitel araştırma yöntemi desenlerinden durum çalışması kullanılmıştır. Araştırmaya, 49’u kadın ve 14’ü erkek olmak üzere toplam 63 ilköğretim matematik öğretmeni adayı katılmıştır. Katılımcılar, amaçlı örnekleme yöntemleri içerisinden ölçüt örnekleme yöntemine göre belirlenmiştir. Araştırmanın veri toplama araçları, araştırmacılar tarafından gerçek yaşam durumuna uygun olarak hazırlanmış matematiksel modelleme problemine ilişkin yazılı yanıt kağıtlarından ve gözlem notlarından oluşmaktadır. Verilerin analizinde içerik analizinden yararlanılmıştır. Araştırmadan elde edilen bulgular, öğretmen adaylarının modelleme basamaklarındaki yeterlilikleri yerine getirmede birtakım güçlükler yaşadığını göstermektedir. Öğretmen adaylarının gerçek hayat problemini anlama, matematiksel model oluşturma ve problemi çözmek için matematiksel işlem yapma basamaklarında sorunlar yaşamadıkları ancak gerçek bir durumda matematiksel sonuçları yorumlamada ve sonuçların geçerliliğini doğrulamada sorunlar yaşadıkları belirlenmiştir. Çalışma sonunda, öğretmen adaylarının model kurma ile ilgili farkındalıklarının artırılması öneri olarak sunulmuştur.

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Section: Discussion and Resultsmentioning

confidence: 99%

Mathematical Modelling Processes of Elementary Mathematics Teacher Candidates: An Example of Waste of Water

Kaya

Keşan

2022

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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“…Moreover, teachers' attitudes and knowledge for mathematical modeling instruction can determine to a large extent how teachers perceive and respond to curriculum innovation efforts to infuse mathematical modeling learning experiences in mathematics teaching (Galbraith, 2017;Stillman et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Examining Practicing Teachers’ Knowledge and Attitudes toward Mathematical Modeling

Asempapa

2022

IJEMST

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Mathematical modeling has been positioned at the forefront of many educational levels globally because modeling reinforces purposeful problem-solving skills, connects mathematics to the real-world, and makes mathematics more meaningful and relevant. This article investigated K–12 practicing teachers’ knowledge and attitudes toward mathematical modeling, while considering the relationships between them and some selected demographic variables. The study involved 335 teachers from Midwestern United States of America (U.S.), and data was collected through an Online self-administered survey. The data collected were quantitatively analyzed with the guidance of the research questions, and using statistical analyses such as correlation, multiple regression, and ANOVA. Results showed that teachers had a satisfactory knowledge and attitudes toward mathematical modeling. Teachers’ knowledge of modeling was found to be positively related to their overall attitudes toward such modeling, with an R2 = .25 suggesting a moderate relationship. Overall, gender and grade level band were identified as strong indicators of teachers’ knowledge and attitudes toward mathematical modeling. In particular, female teachers on average showed a relatively stronger knowledge and attitudes toward mathematical modeling than their male colleagues. Similarly, elementary teachers demonstrated a relatively stronger knowledge of mathematical modeling and attitudes toward such modeling than middle or high school teachers. Findings from this study have implications for integrating mathematical modeling standards into teacher preparation programs and organizing professional development on mathematical modeling education.

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“…According to the issues identified from previous studies and the course reviews, undergraduate mathematics curriculum is refined and enriched with computer science courses to achieve the following goals, including (1) The development of the capability to realize specific computation or problem solution by programming through computational thinking, (2) The development of the capability to solve real or complex problems thoroughly by mathematics, statistics, and computer science knowledge and skills [16] [17], and (3) The accumulation of cross-domain capabilities, skills, and experiences for emerging challenges nowadays [18].…”

Section: Introductionmentioning

confidence: 99%

Enriching Undergraduate Mathematics Curriculum with Computer Science Courses

Kao

2021

Int. J. Eng. Ped.

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Traditional mathematics curriculum faces several issues nowadays. The gap between course materials and students’ real-life mathematical experiences, the scattering of knowledge in different courses, and the lack of mathematics applications to other subjects all hinder the learning of students. The emerg-ing trends in data science, machine learning, and artificial intelligence also impel higher education to enrich and refine mathematics education. In order to better incubate students for future, the experience of enriching undergrad-uate mathematics curriculum with computer science courses is introduced in this study. The curriculum is designed and implemented for students who major in applied mathematics to better stimulate the learning, participation, exercise, and innovation. It provides students with comprehensive theoretical and practical knowledge for the challenges and industrial requirements now-adays. Evaluations, major findings, and lessons learned from three refined courses are discussed for more insight into the following deployment and re-finement of the curriculum.

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Research into Mathematical Applications and Modelling

Cited by 11 publications

References 45 publications

Mathematical Modelling Processes of Elementary Mathematics Teacher Candidates: An Example of Waste of Water

Mathematical Modelling Processes of Elementary Mathematics Teacher Candidates: An Example of Waste of Water

Examining Practicing Teachers’ Knowledge and Attitudes toward Mathematical Modeling

Enriching Undergraduate Mathematics Curriculum with Computer Science Courses

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