{"title":"考察学生在视频建模任务中的数学建模能力","authors":"Hande Aytemiz, Zeynep Çakmak Gürel","doi":"10.1080/00220671.2023.2269533","DOIUrl":null,"url":null,"abstract":"AbstractEmpirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students’ modeling competencies. This study investigated video-based modeling tasks’ impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students’ modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students’ real-life experiences into the modeling process.Keywords: Mathematical modeling competenciestechnology-based environmentvideo-based modeling task Correction StatementThis article has been republished with minor changes. These changes do not impact the academic content of the article.","PeriodicalId":48163,"journal":{"name":"Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Examining students’ mathematical modeling competences in video-based modeling tasks\",\"authors\":\"Hande Aytemiz, Zeynep Çakmak Gürel\",\"doi\":\"10.1080/00220671.2023.2269533\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"AbstractEmpirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students’ modeling competencies. This study investigated video-based modeling tasks’ impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students’ modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students’ real-life experiences into the modeling process.Keywords: Mathematical modeling competenciestechnology-based environmentvideo-based modeling task Correction StatementThis article has been republished with minor changes. These changes do not impact the academic content of the article.\",\"PeriodicalId\":48163,\"journal\":{\"name\":\"Journal of Educational Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-10-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00220671.2023.2269533\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00220671.2023.2269533","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Examining students’ mathematical modeling competences in video-based modeling tasks
AbstractEmpirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students’ modeling competencies. This study investigated video-based modeling tasks’ impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students’ modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students’ real-life experiences into the modeling process.Keywords: Mathematical modeling competenciestechnology-based environmentvideo-based modeling task Correction StatementThis article has been republished with minor changes. These changes do not impact the academic content of the article.
期刊介绍:
The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.