{"title":"Ascertaining Grade 10 learners’ levels of mathematical modelling competency through solving simultaneous equations word problems","authors":"Rajendran Govender, Dzivaidzo Machingura","doi":"10.4102/pythagoras.v44i1.728","DOIUrl":null,"url":null,"abstract":"Possessing mathematical competence is a pre requisite for independently comprehending, understanding and applying all features of mathematical modelling in a particular setting. This research study thus explores the mathematical modelling competencies that Grade 10 learners exhibit while solving contextual problems in a mathematics learning and teaching context, with specific reference to using mathematical modelling. Since mathematical modelling is a fairly new teaching strategy used in mathematics teaching some teachers may be ignorant of the skills and competencies required for learners to solve problems efficiently. A mixed-methods approach to this study was decided upon and a case study design used within an interpretative paradigm in an effort to ascertain the levels of mathematical modelling competencies of a non-random sample of 20 Grade 10 learners. Participant learners who attended a Western Cape school were requested to solve a set of word problems involving the use of simultaneous equations. Task based activities and observations were used as a means to collect data, as well as semi-structured interviews to gauge participating learners’ views and experiences. Qualitative content analysis methods were employed together with basic descriptive statistical methods.Contribution: Research findings reveal the limited competence and abilities of the participating Grade 10 learners to make sense of, understand or constructively progress in solving contextual problems, and the challenges they experience to progress through particular stages of the modelling process, such as building and solving models and interpreting the solutions thereof.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pythagoras","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/pythagoras.v44i1.728","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Possessing mathematical competence is a pre requisite for independently comprehending, understanding and applying all features of mathematical modelling in a particular setting. This research study thus explores the mathematical modelling competencies that Grade 10 learners exhibit while solving contextual problems in a mathematics learning and teaching context, with specific reference to using mathematical modelling. Since mathematical modelling is a fairly new teaching strategy used in mathematics teaching some teachers may be ignorant of the skills and competencies required for learners to solve problems efficiently. A mixed-methods approach to this study was decided upon and a case study design used within an interpretative paradigm in an effort to ascertain the levels of mathematical modelling competencies of a non-random sample of 20 Grade 10 learners. Participant learners who attended a Western Cape school were requested to solve a set of word problems involving the use of simultaneous equations. Task based activities and observations were used as a means to collect data, as well as semi-structured interviews to gauge participating learners’ views and experiences. Qualitative content analysis methods were employed together with basic descriptive statistical methods.Contribution: Research findings reveal the limited competence and abilities of the participating Grade 10 learners to make sense of, understand or constructively progress in solving contextual problems, and the challenges they experience to progress through particular stages of the modelling process, such as building and solving models and interpreting the solutions thereof.
期刊介绍:
Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.