Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education

Date

2021-11-01

Author

Sevinç, Şerife

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

191
views

0
downloads

Models-and-modeling perspective (MMP) is a problem-solving and learning perspective in mathematics education. Although modeling processes have been addressed widely in the international discussion on mathematical modeling, a homogeneous understanding has not been established yet. Hence, the field needs studies addressing the epistemological grounds of model development. Therefore, in this study, I aimed to scrutinize the latent aspects of modeling in MMP-based research. Based on the analysis of 143 chapter-sized documents, I aimed to articulate the characteristics of the modeling process and the models. The thematic analysis that was incorporated in document analysis revealed four latent aspects, namely, modeling (1) is a subjective and also inter- and intra-subjective process, (2) encompasses both structural and systematic properties, (3) produces models that are both implicit and explicit to a certain degree, and (4) culminates in an incomplete - but not inadequate - model. These aspects of model development led me to reconceptualize what a model conveys in MMP-based research and articulate the potential and limits of the models. This is particularly important for teachers and researchers in understanding what models indicate in relation to students' ways of thinking, and such a systematic and analytical investigation can contribute to the scholarly conversation about modeling in the field of mathematics education.

Subject Keywords

Models-and-modeling perspective , Document analysis , Thematic analysis , Problem-solving , Educational psychology

URI

https://hdl.handle.net/11511/94359

Journal

EDUCATIONAL STUDIES IN MATHEMATICS

DOI

https://doi.org/10.1007/s10649-021-10096-3

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

THE DEVELOPMENT OF ATTITUDES AND BELIEFS QUESTIONNAIRE TOWARDS USING HISTORY OF MATHEMATICS IN MATHEMATICS EDUCATION Alpaslan, Mustafa; Işıksal Bostan, Mine; Haser, Çiğdem (2011-02-13) This study intends developing a valid and reliable instrument in order to determine pre-service mathematics teachers' attitudes and beliefs towards using history of mathematics in school mathematics courses. The data were collected at the beginning of the fall semester of 2010-2011 academic year from 237 teacher candidates in Turkey via Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire developed by the researchers. The reliability coefficient of t...
The investigation of cognitive processes in mathematics learning with item response theory Özkaya Seçil, Selcen; Berberoğlu, Halil Giray; Department of Secondary Science and Mathematics Education (2009) The importance of learning mathematics and using it in daily life is obvious. On the other hand, the results from many national and international assessment studies show that the achievement of Turkish students are very far away from the bare minimum performance. However, in the measurement and evaluation procedures of both primary and secondary educational system, there is a lack of identification of this “bare minimum” or qualitative and clear descriptors for performance levels. A great importance is dedi...
A Phenomenological study on incorporating the history of mathematics into teaching from the perspective of primary and mathematics teachers Sözen, Sinem; Akyüz, Didem; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2013) The aim of the present study is to describe the incorporating the history of mathematics into teaching approach from the perspectives of primary and middle grade mathematics teachers in the classroom environment by means of phenomenological research design. Two primary and two mathematics teachers participated in the study. Data collected from three interviews and two lesson hours observation were analysed based on phenomenological research design. The teachers’ background information and the essence of inc...
A phenomenological study on mathematics teachers having experience with innovative learning activities: views, enablers,and barriers Erbasan, Elçin; Çakıroğlu, Erdinç; Department of Mathematics Education (2021-2-10) The purpose of the study was to investigate middle school mathematics teachers’ views and experiences regarding innovative mathematics learning activities. This study also aimed to determine enablers and barriers in the process of the activities and teachers’ suggestions that may lead the educational stakeholders to increase the qualityofmathematicsinstruction and accordingly, student learning. Phenomenological research was conducted with thirteen middle school mathematics teachers ...
Investigating middle school mathematics teachers' views on innovative learning activities Erbasan, Elçin; Çakıroğlu, Erdinç (2022-02-02) This paper describes a phenomenological study exploring middle school mathematics teachers’ views, enablers, and barriers regarding innovative mathematics learning activities by investigating their experiences. The study also aims to determine their suggestions that may lead educational stakeholders to increase the quality of instruction and student learning. Data collected from the interviews and qualitatively analyzed reveal that the enablers mainly were related to receiving support and positive feedback ...

Citation Formats

Ş. Sevinç, “Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education,” EDUCATIONAL STUDIES IN MATHEMATICS, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/94359.