The University of Montana
Department of Mathematical Sciences
Technical report #12/2008
The Modeling Perspective in the teaching and learning of mathematical Problem Solving at the elementary and secondary school level
Nicholas Mousoulides
The University of Cyprus
Bharath Sriraman
The University of Montana
Constantinos Christou
The University of Cyprus
Abstract
The purpose of this study was to examine in depth the modeling processes used by students in working with modeling activities and to examine how students’ modeling abilities are changed over time. Two student populations, one experimental and one control group, were involved in the study. To examine modeling processes in students’ work, experimental group students participated in an intervention program consisting of a sequence of six modeling activities. To examine students’ modeling abilities, experimental and control group students completed a modeling abilities test three times. Results showed that students’ models improved as students worked through the sequence of the modeling activities. Results also revealed that a number of factors, such as students’ grade, students’ experiences with modeling activities, and students’ modeling abilities influence the modeling processes students used in their work. Results related to students’ modeling abilities showed that participation in the intervention program had a significant impact on the students’ modeling abilities. Finally, the study proposes a three- layer theoretical model for examining students’ modeling behavior, which may have some implications on the teaching and learning of mathematical problem solving.
Keywords: Cyprus; 6th and 8th grade achievement differences; local developmental trajectories; intervention program; modeling abilities; modeling activities; mathematical modeling
AMS Subject Classification: 97
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Technical Report: pdf (219 KB)
Pre-print of paper to appear in Mathematical Thinking & Learning: An International Journal