Group Modeling Competencies of Seventh Grade Mathematics Students

Autor/inn/en	Kalayci, Özlem; Gün, Özge
Titel	Group Modeling Competencies of Seventh Grade Mathematics Students
Quelle	In: International Journal for Mathematics Teaching and Learning, 23 (2022) 2, S.84-114 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Grade 7; Mathematics Education; Foreign Countries; Mathematical Models; Mathematics Skills; Group Activities; Mathematics Achievement; Problem Solving; Beliefs; Student Attitudes; Mathematical Concepts; Planning; Comprehension; Validity; Mathematical Logic; Knowledge Level; Turkey + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Mathematische Bildung; Ausland; Mathematical model; Mathematisches Modell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Gruppenaktivität; Mathmatics sikills; Mathematical ability; Problemlösen; Belief; Glaube; Schülerverhalten; Ablaufplanung; Planungsprozess; Verstehen; Verständnis; Gültigkeit; Mathematical logics; Mathematische Logik; Wissensbasis; Türkei
Abstract	There exist many studies on modeling competencies and their promotion; however, there is a need to investigate what modeling competencies are and how they vary in lower and higher-achieving groups of students in mathematics within the current modeling literature domain. This study examined how mathematical modeling competencies were displayed in seventh-grade students working in two groups. It was qualitative and took competencies from existing literature into a detailed analysis of the modeling situation. The findings firmly supported the premise that higher-achieving groups exhibit higher levels of modeling competencies than lower-achieving groups. The differences in the levels of groups were more apparent in competencies of a sense of direction, planning and monitoring, understanding, mathematizing, and validating. Recommendations for further studies include studies of heterogeneous groups and further teacher development in modeling. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01