Mathematical Thinking about Systems -- Students Modeling a Biometrics Identity Verification System

Autor/inn/en	Baioa, Ana Margarida; Carreira, Susana
Titel	Mathematical Thinking about Systems -- Students Modeling a Biometrics Identity Verification System
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 3, S.335-360 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baioa, Ana Margarida) ORCID (Carreira, Susana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.2012736
Schlagwörter	Mathematical Models; Mathematics Skills; Thinking Skills; Problem Solving; High School Students; Grade 9; Design; Identification; Human Body; Measurement Techniques; STEM Education; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Identifikation; Identifizierung; Menschlicher Körper; Messtechnik; STEM; Ausland
Abstract	The aim of this study is to understand how students' mathematical thinking is activated and nurtured in solving a modeling problem, where the problem situation involves the design of a system. From a STEM integrated perspective, 9th grade students worked on a modeling task aiming to create an identification system based on hand biometrics. The theoretical framework proposes a conceptualization of the interplay between the mathematical modeling process, from a cognitive perspective, and the engineering design process. Central ideas refer to the cyclical nature of both processes and to the sub-processes involved in them. The empirical data were collected in two design-based research cycles with different 9th grade classes. The data from the groups' audio and video recording and the students' productions were analyzed under a directed qualitative content analysis informed by theory. The results showed a global pattern in the students' thinking in solving a design system problem. The overlapping and interplay between the mathematical modeling and the design process was a prominent characteristic of students' thinking. The modeling cycle was mirrored by a design cycle, with both running in parallel. System thinking pushed and drove students' mathematical thinking, from the system requirements to the prototype validation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01