• Communications of Mathematical Education
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• v.35 no.3
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• pp.295-322
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• 2021

This study was conducted for one semester through one group pretest-posttest design with 49 first-year middle school students to explore the effects of mathematics-centered STEAM class experiences on students' mathematical modeling abilities. The main results of this study are as follows: First, the results of the pre and post-mathematical modeling ability tests showed that the average score of posttest was improved compared to the pretest, and that the experiences of mathematics-centered STEAM classes provided in this study had a positive effect on improving the mathematical modeling ability of first-year middle school students. Second, STEAM classes were more effective in solving mathematical modeling problems that require students' creative and divergent thinking. Third, the content analysis of student responses for each subquestion showed that STEAM classes were especially more helpful in activating students' mathematical model construction and validating steps.

• School Mathematics
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• v.9 no.4
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• pp.467-486
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• 2007

In mathematical modeling activity modeling process is usually an iterative process. When model can not be solved, the model needs to be simplified by treating some variables as constants, or by ignoring some variables. On the other hand, when the results from the model are not precise enough, the model needs to be refined by considering additional conditions. In this study we investigate the role of spreadsheet model in model refinement and modeling process. In detail, we observed that by using spreadsheet model students can solve model which can not be solved in paper-pencil environment. And so they need not go back to model simplification process but continue model refinement. By transforming mathematical model to spreadsheet model, the students can predict or explain the real word situations directly without passing the mathematical conclusions step in modeling process.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.411-431
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• 2009

The efforts on order to enable students to connect meaningfully their real life to mathematical application and mathematical problem solving would be one of the significant functions in school mathematics. In this research, we surveyed 582 elementary school teachers in Seoul to determine their perception and the status about mathematical modeling. The goal of the research was to analyze the survey and interview and investigate the possibility of application of mathematical modeling to elementary mathematics. As a result, they replied that mathematical modeling would be applicable for students' understanding of concepts and motivations.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.101-123
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• 2022

Recently, as the educational paradigm shifts from teacher-centered to learner-centered, the active construction of knowledge of learners is becoming more important. Accordingly, classes using mathematical modeling are receiving attention. However, existing research is focused on teachers or middle and high school students, so it is difficult to apply the contents and results of the research to preservice teachers. Therefore, in this study, the experience of mathematical modeling was examined for elementary school preservice teachers. And we looked at how positive experiences of mathematical modeling change their perceptions. As a result of the study, elementary school preservice teachers had very little experience in mathematical modeling during their school days. In addition, it was found that the perceptions changed more positively than when a theoretical class on mathematical modeling was conducted, rather than when the experience of mathematical modeling was actually shared. Based on the results of this study, implications were suggested in the course of training preservice teachers.

• Communications of Mathematical Education
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• v.24 no.4
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• pp.877-889
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• 2010

Mathematical modelling is a useful method for reinterpreting the real world and for solving real problems. In this paper, we introduced a theory on mathematical modelling. Further, we developed a mathematical model of the H1N1 influenza with Excel. Then, we analyzed the model which tells us what role it can play in an appropriate prediction of the future and in the decision of accompanied policies.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.317-332
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• 2023

Mathematical modeling activities hold the potential for diverse applications, involving the transformation of real-life situations into mathematical models to facilitate problem-solving. In order to assess the cognitive, affective, and social dimensions of students' engagement in mathematical modeling activities, this study conducted sessions with ten groups of fifth-grade elementary school students. The ensuing processes and outcomes were thoroughly analyzed. As a result, each group effectively applied mathematical concepts and principles in creating mathematical models and gathering essential information to address real-world tasks. This led to notable shifts in interest, enhanced mathematical proficiency, and altered attitudes towards mathematics, all while promoting increased collaboration and communication among group members. Based on these analytical findings, the study offers valuable pedagogical insights and practical guidance for effectively implementing mathematical modeling activities.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.313-328
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• 2017

This study aims to identify prospective elementary school teachers' perception of mathematical modeling in elementary class. Forty elementary school teachers participated in this study. Each teacher analysed the previous case studies about mathematical modeling in elementary class, developed a hypothetical learning trajectory, applied the hypothetical learning trajectory to his/her class, reflected students' learning and his/her teaching, and made reflective journals. These journals contained teachers' perception of mathematical modeling and the difficulties that teachers experienced in teaching mathematics as mathematical modeling. These journals were analyzed to identify teachers' perception of mathematical modeling in elementary class. This study shows that teachers have common features of mathematical modeling but their perspectives are little bit different, are classified into four kinds. And the difficulties that teachers experienced in teaching mathematics as mathematical modeling are classified into 5 categories; Task, Students' cognitive demand, Teacher' monitering, All students' participation, and Classroom culture. At last, suggestions for mathematical modeling in elementary class are done according to the result of this study.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.95-116
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• 2013

Though the term "mathematical modeling" has no single definition or perspective, it is pursued commonly by groups from various perspectives who emphasize the activities of understanding and representing real phenomenon mathematically, building models to solve problems, and reinterpreting real phenomenon to make an attempt to understand the real world and related mathematical models more deeply. The purpose of this study is to identify how mathematization arises and find difficulties of mathematization in mathematical modeling process that share common features with the mathematical modeling activities as presented here. As a result of this research, we confirmed that the students mathematized real phenomena by building various representations, and interpreting them with regard to relationships and contexts inherent real phenomena. The students' communication fostered interplay between iconic representations and indexical representations. We also identified difficulties of mathematization in mathematical modeling process.

• Journal for History of Mathematics
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• v.17 no.4
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• pp.123-132
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• 2004

In this paper, we reviewed the history of mathematical problem solving since 1900 and investigated problem solving in modeling perspective which is focused on the 21th century. In modeling perspective, problem solvers solve the realistic problem which includes contextualized situations in which mathematics is useful. In this case, the problem is different from the traditional problems which are routine, close, and words problem, etc. Problem solving in modeling perspective emphasizes mathematizing. Most of all, what is important enables students to use mathematics in everyday problem solving situation.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.43-64
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• 2011

The purpose of this study was to analyze the progress of children's abstraction and to investigate how elementary students understand through mathematical modeling approach in the sixth grader's learning of surface area. Each small group showed their own level on abstraction in mathematical modeling progress. The participants showed improvements in understanding regarding to surface area context.