• Title, Summary, Keyword: mathematical modeling

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Teacher Education for Mathematical Modeling: a Case Study (수학적 모델링의 구현을 위한 교사 교육: 사례 연구)

  • Kim, Yeon
    • East Asian mathematical journal
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    • v.36 no.2
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    • pp.173-201
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    • 2020
  • Mathematical modeling has been emphasized because it offers important opportunities for students to both apply their learning of mathematics to a situation and to explore the mathematics involved in the context of the situation. However, unlike its importance, mathematical modeling has not been grounded in typical mathematics classes because teachers do not have enough understanding of mathematical modeling and they are skeptical to implement it in their lessons. The current study analyzed the data, such as video recordings, slides, and surveys for teachers, collected in four lessons of teacher education in terms of mathematical modeling. The study reported different kinds of tasks that are authentic with regards to mathematical modeling. Furthermore, in teacher education, teachers' identities have separated a mode as learners and a mode as teachers and conflicts and intentional transition were observed. Analysis of the surveys shows what teachers think about mathematical modeling with their understanding of it. In teacher education, teachers achieved different kinds of modeling tasks and experience them which are helpful to enact mathematical modeling in their lessons. However, teacher education also needs to specifically offer what to do and how to do it for their lessons.

Exploration of Teaching Method through Analysis of Cases of Mathematical Modeling in Elementary Mathematics (수학적 모델링 사례 분석을 통한 초등 수학에서의 지도 방안 연구)

  • Kim, Min-Kyeong;Hong, Jee-Yun;Kim, Eun-Kyung
    • The Mathematical Education
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    • v.48 no.4
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    • pp.365-385
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    • 2009
  • Recently, mathematical modeling has been attractive in that it could be one of many efforts to improve students' thinking and problem solving in mathematics education. Mathematical modeling is a non-linear process that involves elements of both a treated-as-real world and a mathematics world and also requires the application of mathematics to unstructured problem situations in real-life situation. This study provides analysis of literature review about modeling perspectives, case studies about mathematical modeling, and textbooks from the United States and Korea with perspective which mathematical modeling could be potential and meaningful to students even in elementary school. Further, teaching method with mathematical modeling was investigated to see the possibility of application to elementary mathematics classroom.

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Pre-service mathematics teachers' perceptions on mathematical modeling and its educational use (예비 수학 교사들의 수학적 모델링 및 그 교육적 활용에 대한 인식)

  • Han, Sunyoung
    • The Mathematical Education
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    • v.58 no.3
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    • pp.443-458
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    • 2019
  • Mathematical modeling has been a crucial topic in mathematics education as students' problem solving competency are regarded as a core skill for future society. Despite of the importance of mathematical modeling in school mathematics, there have been very limited studies relating pre-service teachers' knowledge and perceptions on mathematical modeling. In this vein, this study aimed to investigate pe-service mathematics teachers' perceptions on mathematical model, mathematical modeling and educational use of mathematical modeling, and their relationships. The current study utilized a survey consisted of 18 items. The responses of 210 pre-service mathematics teachers to the survey items were quantitatively analyzed using descriptive statistics, analysis of variance, exploratory and confirmatory factor analysis, the structural equation model, and multi group analysis. The results of analysis of variance revealed that pre-service teachers in difference groups (majors, grades, and experiences with mathematical modeling) showed statistically significant differences in mean values. Moreover, according to the results from the structural equation modeling analysis, pre-service mathematics teachers' perceptions on mathematical model and modeling affected their perceptions on educational use of mathematical modeling. In addition, depending on their pre-experiences with mathematical modeling, pre-service teachers represented a different relationship between perceptions on mathematical modeling and educational use of mathematical modeling. Implications for future studies and mathematics classrooms were discussed.

Trends in Korea research on mathematical modeling investigated by mathematical modeling map (수학적 모델링 맵으로 살펴본 수학적 모델링에 관한 국내 연구 동향)

  • Choi, Kyounga
    • Journal of the Korean School Mathematics Society
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    • v.21 no.4
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    • pp.327-342
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    • 2018
  • The purpose of this paper is to review the domestic research on mathematical modeling by using three dimensional mathematical modeling map composed of perspective axis, domain axis, level axis, and to give direction to mathematical modeling research. The findings of this study show that the domestic research on mathematical modeling focuses on application perspective, notions and classroom domain and secondary level, and that we need various studies with concept formation perspective, system domain, tertiary level, and teacher(education) level on the future work about mathematical modeling.

A Study on Influential Factors in Mathematics Modeling Academic Achievement

  • Li, Mingzhen;Pang, Kun;Yu, Ping
    • Research in Mathematical Education
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    • v.13 no.1
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    • pp.31-48
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    • 2009
  • Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

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A Study of Modelling Task for Mathematical Modelling in the Secondary Schools (중등학교에서 수학적 모델링을 위한 모델링 문항 구성에 관한 연구)

  • Oh, Chun Young
    • East Asian mathematical journal
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    • v.36 no.2
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    • pp.147-172
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    • 2020
  • The purpose of this study is to provide to understand correctly for teachers and pre-service teachers who have the wrong conception of mathematical modeling. We present the differences modeling problems and general application problems to identify between general application and modeling problems. We propose the entire process from modeling tasks development to solve the problems of mathematical modeling. Additionally, the entire process of the possible solutions was concluded for the presented modeling problems. We proposed what students and teachers should perform at each stage of each phase of the modeling cycle. The concrete tasks were suggested for teachers and students at each phase of modeling cycles, with the specific role of the teacher in the overall process for students' modeling activities.

The Effects of Mathematical Modeling Activities on Mathematical Problem Solving and Mathematical Dispositions (수학적 모델링 활동이 수학적 문제해결력 및 수학적 성향에 미치는 영향)

  • Ko, Changsoo;Oh, Youngyoul
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.3
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    • pp.347-370
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    • 2015
  • The purpose of this study is to examine the effects of mathematical modeling activities on mathematical problem solving abilities and mathematical dispositions in elementary school students. For this study, we administered mathematical modeling activities to fifth graders, which consisted of 8 topics taught over 16 classes. In the results of this study, mathematical modeling activities were statistically proven to be more effective in improving mathematical problem solving abilities and mathematical dispositions compared to traditional textbook-centered lessons. Also, it was found that mathematical modeling activities promoted student's mathematical thinking such as communication, reasoning, reflective thinking and critical thinking. It is a way to raise the formation of desirable mathematical dispositions by actively participating in modeling activities. It is proved that mathematical modeling activities quantitatively and qualitatively affect elementary school students's mathematical learning. Therefore, Educators may recognize the applicability of mathematical modeling on elementary school, and consider changing elementary teaching-learning methods and environment.

Comparison and Analysis among Mathematical Modeling, Mathematization, and Problem Solving (수학적 모델링과 수학화 및 문제해결 비교 분석)

  • Kim, In-Kyung
    • Journal for History of Mathematics
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    • v.25 no.2
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    • pp.71-95
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    • 2012
  • Nowadays, the big issues on mathematics education are mathematical modeling, mathematization, and problem solving. So, this paper looks about these issues. First, after 1990's, the researchers interested in mathematical model and mathematical modeling. So, this paper looks about mathematical model and mathematical modeling. Second, it looks about Freudenthal' mathematization after 1970's. And then, it compared with mathematical modeling. Also, it looks about that problem solving focused on mathematics education since 1980's. And it compared with mathematical modeling.

Fostering Mathematical Creativity by Mathematical Modeling (수학적 모델링 활동에 의한 창의적 사고)

  • Park, JinHyeong
    • Journal of Educational Research in Mathematics
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    • v.27 no.1
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    • pp.69-88
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    • 2017
  • One of the most important activities in the process of mathematical modeling is to build models by conjecturing mathematical rules and principles in the real phenomena and to validate the models by considering its validity. Due to uncertainty and ambiguity inherent real-contexts, various strategies and solutions for mathematical modeling can be available. This characteristic of mathematical modeling can offer a proper environment in which creativity could intervene in the process and the product of modeling. In this study, first we analyze the process and the product of mathematical modeling, especially focusing on the students' models and validating way, to find evidences about whether modeling can facilitate students'creative thinking. The findings showed that the students' creative thinking related to fluency, flexibility, elaboration, and originality emerged through mathematical modeling.

Assessment of Mathematical Creativity in Mathematical Modeling

  • Jang, Hong-Shick
    • Research in Mathematical Education
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    • v.15 no.2
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    • pp.181-196
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    • 2011
  • In mathematical modeling tasks, where students are exposed to model-eliciting for real and open problems, students are supposed to formulate and use a variety of mathematical skills and tools at hand to achieve feasible and meaningful solutions using appropriate problem solving strategies. In contrast to problem solving activities in conventional math classes, math modeling tasks call for varieties of mathematical ability including mathematical creativity. Mathematical creativity encompasses complex and compound traits. Many researchers suggest the exhaustive list of criterions of mathematical creativity. With regard to the research considering the possibility of enhancing creativity via math modeling instruction, a quantitative scheme to scale and calibrate the creativity was investigated and the assessment of math modeling activity was suggested for practical purposes.