An Investigation of Students' Quantitative Reasoning through Modeling Process

Autor/in	Aydogan Yenmez, Arzu
Titel	An Investigation of Students' Quantitative Reasoning through Modeling Process
Quelle	In: International Online Journal of Education and Teaching, 9 (2022) 1, S.123-141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aydogan Yenmez, Arzu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Problem Solving; Thinking Skills; Correlation; Arithmetic; Algebra; Mathematics Skills; Mathematical Models; Case Studies; Skill Development; Student Attitudes; Data Collection; Mathematics Instruction; Elementary School Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Problemlösen; Denkfähigkeit; Korrelation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical model; Mathematisches Modell; Case study; Fallstudie; Case Study; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Data capture; Datensammlung; Mathematics lessons; Mathematikunterricht; Ausland; Türkei
Abstract	Quantitative reasoning is defined as reasoning about relationships between items, measurements of objects, and quantities rather than numbers. Both in the transition from arithmetic to algebra and in the problem-solving process, quantitative reasoning is seen as a critical instrument for the development of students' mathematical skills. In the development of quantitative thinking, problems based on daily life experiences play a significant role. The mathematical modeling process is critical in generating mathematical solutions to challenges encountered in everyday life. The goal of this study is to look at how students' quantitative reasoning structures change over time as a result of modeling. A case study was used to assess the research's reasoning process. The study included students with poor, moderate, and strong mathematical reasoning abilities. Over the course of five weeks, the participants were exposed to the modeling process as a group once a week. Clinical interviews with the students were done before and after the modeling process in the study. The modeling process was recorded, observation notes were gathered, and the students' solution sheets were collected. The study's data analysis were carried out in two stages: during data collection and after data collection. The findings reveal significant changes in students' quantitative reasoning structures. The study makes crucial recommendations for both theoretical and practical research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01