Bridging to Mathematical Modelling: Vietnamese Students' Response to Different Levels of Authenticity in Contextualized Tasks

Autor/inn/en	Tran, Dung; Nguyen, Duyen Thi; Nguyen, An Thi Tan; Nguyen, Giang-Nguyen Thi; Ta, Phuong Minh
Titel	Bridging to Mathematical Modelling: Vietnamese Students' Response to Different Levels of Authenticity in Contextualized Tasks
Quelle	In: International Journal of Mathematical Education in Science and Technology, 51 (2020) 6, S.893-912 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Dung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1648890
Schlagwörter	Educational Change; Curriculum Development; Mathematics Instruction; Mathematical Models; Teaching Methods; Grade 10; High School Students; Student Attitudes; Authentic Learning; Task Analysis; Problem Solving; Positive Attitudes; Holistic Approach; Learner Engagement; Learning Experience; Foreign Countries; Vietnam + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Aufgabenanalyse; Problemlösen; Holistischer Ansatz; Lernerfahrung; Ausland
Abstract	To address the upcoming reform curriculum initiative following competency-based learning in Vietnam, this study examines how variations of a contextualized task allow students to experience the mathematical modelling process. We explore how Grade 10 students respond to tasks with different levels of authenticity when they first attempt such tasks. Adapting the Theory of Authentic Task Situations, we designed variations of the Goat Cage task and implemented them with six small groups of students. Results showed that the modelling processes that the students progressed through differed in mathematical models used and real-world considerations, with diverse approaches when solving the more-authentic variation. Not all phases of the modelling process were observed explicitly when they engaged in the tasks. Students showed a positive disposition towards tasks with more authentic contextual information. The study suggests ways to adapt contextualized tasks to make them more authentic, which allows students to experience a holistic modelling process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01