How are the cognitive mathematical modelling processes of third grade elementary school students?

Abstract

Researchers, professional organizations and mathematics education standards emphasize the necessity and importance of mathematical modelling, especially from early school years. It is emphasized by various studies that elementary school students can create their own mathematical models by tackling model-eliciting activities and that students should encounter mathematical modelling and model-eliciting activities starting in the early school years and gather experience. The study aimed to examine the mathematical modelling processes of elementary school third grade students (8 years old) under the cognitive perspective and to determine the difficulties they encounter in this process. During the research process, a focus group study was conducted with four eight (8) years old elementary school third grade students. Data were collected by using task-based interviews. The mathematical thoughts developed by the third grade students in the study during the model-eliciting activities and the written solution process papers they presented were analyzed by descriptive analysis method. As a result of the research, it was determined that the students had difficulties demonstrating competence in understanding, simplifying, interpreting, and validating the problem.