Matematiksel modelleme üzerine yazılmış son yirmi yılda tamamlanan yüksek lisans ve doktora tez çalışmalarının incelemesi (original) (raw)

Many faces of mathematical modelling

2014

Mathematical modelling is a concept that covers a wide range of activities. Mathematical modelling can be understood both as formulation of an equation, a function, etc., describing a given situation and as a whole process of creating a model, starting from the real-world situation to the creation of a ready-to-use optimized tool. The work presents different approaches to mathematical modelling from the point of view of teaching mathematics. It presents the results of the research conducted on students (future teachers) regarding their theoretical knowledge and skills related to mathematical modelling.

Ortaöğretim matematik öğretmen adaylarının matematiksel modelleme ve modelleme pedagojisi üzerine düşüncelerinin bir modelleme dersi süresince incelenmesi

2014

The purpose of this study is to investigate the evolution of prospective secondary mathematics teachers’ thinking about mathematical modeling and pedagogical knowledge of mathematical modeling throughout a modeling course designed for teachers. This study utilizes case study as a research design. The participants were 25 prospective secondary mathematics teachers enrolled in a course entitled “Mathematical Modeling for Prospective Teachers” in a public university, in Ankara during the spring semester of 2011-2012. Data were collected through six modeling activities, participants’ working sheets on the modeling activities, pre- and post-survey forms related to pedagogy of modeling, semi-structured interviews, field notes, videotaped classroom discussions, classroom observation notes, and students’ way of thinking sheets. The data were analyzed by using qualitative methods. The results of the study demonstrated that prospective teachers developed positive views about mathematical mode...

Mathematical Modelling Approach in Mathematics Education

Universal Journal of Educational Research, 2015

The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of "Modeling" topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using mathematics to explain and define the events in real life, to test ideas and to make estimations about real life events. Theoretical basis of the mathematical modelling approach, "model", "mathematical modelling" and "modeling activity" concepts are explained in this study and examples of these concepts are given. The importance of mathematical modeling, importance and the place of modeling topic in primary school, secondary school and high school (secondary education) mathematic programs based on social constructive approach, which were developed in 2005 and modified in 2013 by the Ministry of National Education (MNE) in Turkey, and how the modeling activities are included in the program are also presented in this study. It is considered that this study will contribute to the mathematical program development studies by MNE which are developed based on the constructive approach in Turkey.

Faces of mathematical modeling

ZDM, 2006

In this paper I will discuss and exemplify my perspectives on how to teach mathematical modeling, as well as discuss quite different faces of mathematical modeling. The field of mathematical modeling is so enormous and vastly outspread and just not possible to comprehend in one single paper, or in one single book, or even in one single book shelf. Nevertheless, I have found that the more I can illuminate some of the various interpretations and perceptions of mathematical modeling which exists in the world around us when introducing and starting a course in mathematical modeling, the more benefit I will have during the course when discussing the need and purpose of mathematical modeling with the students. The fact that only some models fit within the practical teaching and assessing of a course in mathematical modeling, does not exclude the importance to illustrate that the world of today cannot go on without mathematical modeling. Students are nevertheless much more charmed with some models of reality than others.

Teaching Mathematical Modeling in the Department of

2005

In this talk I will present my experience in teaching mathematical modeling in the Department of Mathematics Universitas Padjadjaran. The talk will include the materials that have been taught; the way the materials were presented; and the way the testing were done. In general, there are many aspects, both materially and methodologically, that need some improvement in teaching mathematical modeling in the department. I hope that there will be some insight on how to improve this teaching process from the discussion in this mini-symposium.

An Investigation Related to the Modelling Levels and

2011

With the discussions on the nature of mathematics, mathematics is regarded as a value laden area. That it contains a wide range of values has led to consideration of new approaches in classroom practices. The modelling approach which also includes traditional problem solving is consistent with different values of mathematics. With the recognition of mathematics that has different values with the traditional values, mathematics teacher training programs need to be addressed again. It has been intended to contribute the implementation of the program by examining the profiles of prospective mathematics teachers in the current state and the views for modelling. The profiles and modelling levels of 136 prospective mathematics teachers who study in mathematics teacher training programme at Abant Izzet Baysal University in 2008-2009 and 2009-2010 academic years have been analyzed. When the participants' levels of having positivist values and levels of having constructivist values were compared, a significant difference was determined in favor of constructivist values. When the values were analyzed in terms of gender variable, the female participants' levels of having constructivist and positivist values showed a significant difference in favor of constructivist values. Modelling levels were examined in different dimensions, and it was determined significant differences between sub-dimensions. In terms of gender variable, when sub-dimensions of each modelling levels were analyzed, there was no significant difference between female and male prospective mathematics teachers. Also, there was a positive correlation between values and modelling levels among prospective mathematics teachers.

Models and Mathematical Modelling: What Do Teachers and Preservice Teachers Know?

Journal of Curriculum and Teaching

The aim of the research is to examine the perspectives of teachers and preservice teachers in regard with models,mathematical models and mathematical modelling process in different variables terms and to compare them. In thisresearch that is having quantitative research design survey method, which is one of the descriptive research technic,survey method is used. Research is performed with 127 teacher and preservice teachers. It is benefitted from adifferent survey in the stage of data collection and open ended questions that is developed by the researcher. In theanalysis of the data, descriptive and inferential statistical methods and content analysis method were used. As a result,views of the teachers and preservice teachers regarding (mathematical) models and mathematical modelling showsdifferences according to some variables, however, it is not found out most significant differences in the views of theteachers and preservice teachers in regard with these subjects.

Authentische Modellierungsprobleme im Mathematikunterricht – Beispiele und Erfahrungen

2010

In this paper, we describe mathematical modelling activities, which deal with authentic problems. These kinds of problems have been tackled in various modelling activities, amongst others in a modelling week. After a description of the theoretical approach used, one of these authentic modelling problems is described in detail showing students' solutions. Based on the evaluation of a modelling week with several hundred students, it is argued that these kinds of authentic problems are feasible with students from upper secondary level. Furthermore, it became apparent that most students would appreciate these kinds of examples included in school mathematics in order to promote their skills to use mathematics in their real life. Keywords Teaching and learning of mathematical modelling • Authentical modelling examples • Students' reactions on mathematical modelling

M.Gr.Voskoglou, The use of mathematical modeling as a

In this paper we discuss the use of mathematical modelling as a tool for learning mathematics in contrast with other views giving more emphasis to other factors (schemas, automation of rules et c). We sketch the "flow-diagram" of the modelling process in the classroom when the teacher gives such problems for solution to the students and we present methods to recognize the attainment levels of students at defined stages of the mathematical modelilng process and to measure the mathematical model building abilities of them.