Strategic support to students' competency development in the mathematical modelling process: a qualitative study
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Date
2020
Authors
Durandt, Rina
Lautenbach, Geoffrey
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
This article reports on third-year mathematics students’ competency and sub-competency development through providing intentional support in the learning of mathematical modelling. Students often experience modelling as difficult, and obstructions in the modelling process can lead to a dead end. Literature reports confirm that the modelling task is central in the modelling experience and a carefully planned task, aligned with a suitable activity sheet, can be used as a scaffold in learning mathematical modelling. Hence, this inquiry was conducted to provide a scaffold, as strategic support, for students’ mathematical modelling competency development in the early stages of a modelling cycle. Guided by the framework of the Zone of Proximal Development, key elements suggested by the metaphor scaffolding are considered in the learning experience.
Based on an analysis of activity sheets collected through group work, an example of a realistic and an unrealistic solution is presented, and students’ development of mathematical modelling competencies is argued. Finally, suggestions for intentional support in the modelling process are discussed.
Description
Keywords
Activity sheet, Mathematics applications, Mathematical modelling cycle, Mathematical modelling competencies, Scaffolding, Strategic support
Citation
Durandt, R., & Lautenbach, G. (2020). Strategic support to students' competency development in the mathematical modelling process: a qualitative study. Perspectives in Education, 38(1), 211-223. http://dx.doi.org/10.18820/2519593X/pie.v38i1.15