Akademik Veri Yönetim Sistemi
5th International Symposium on Turkish Computer and Mathematics Education (TURCOMAT-5), Antalya, Türkiye, 28 - 30 Ekim 2021
In recent years, researchers have agreed that mathematical modeling is an important part of mathematics education. This study aimed to analyze mathematical modeling studies in education in SSCI-indexed journals by years, to examine them in terms of participant profile, to compare them in terms of sample sizes and method, and to contribute to the literature related to the field and to offer a different perspective. The modeling studies examined within the scope of the study were categorized based on five modeling approaches, as in Aztekin and Sener's (2015) study, taking into account Kaiser's (2006) classification of modeling approaches. Educational modeling, which focuses on the configuration of learning processes and the development of their content from these classifications, is one of the most commonly used modeling approaches. At the same time, we can think of educational modeling as a kind of combination of realistic modeling approach and contextual modeling approach. In this approach, it is aimed to organize appropriate learning environments and processes with mathematical modeling for teaching concepts. Therefore, it can be explained that the majority (33%) of the studies examined are educational modeling. Realistic and application-based modeling is based on the development of modeling competencies through applications. It aims to improve problem-solving and modeling skills in students. It is one of the most used modeling approaches in the literature after educational modeling (26.2%). Epistemological or theoretical modeling, which is found in studies conducted in the form of literature reviews, is based on a theoretical and philosophical point of view. It prioritizes the relationships between mathematical concepts and these concepts and the conversations of students about them. According to this approach, realistic context is second to none in mathematical modeling activities, and any structure with mathematics in it is considered a modeling activity. According to the study findings, 21.4% of the studies examined were treated as epistemological modeling. Cognitive modeling (11.9%) and contextual modeling (7.1%) followed, respectively. Cognitive modeling is based on the cognitive process. It focuses on analyzing the cognitive and header thinking processes experienced by students during the mathematical modeling process. Finally, contextual modeling is aimed at psychological goals related to the subject. Students are given real-life status. Thus, it is assumed that students can learn mathematical concepts more meaningfully by experiencing them in appropriate contexts. As a result of mathematics teaching, mathematical modeling allows students to acquire and use their modeling skills to solve problems related to real-life situations. It moves from mathematics to real life. In the mathematical modeling approach as a method to teach mathematics, a modeling process is a tool for students to use mathematical knowledge and models. In this context, mathematical concepts and ideas should be taught with appropriate problems and real-life situations. There's a real-life progression from math. In most of the studies examined (69%), mathematical modeling was used as a tool. In addition, it is seen that technology-supported mathematics education has come to the forefront in recent years.