Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Mathematical modelling is becoming a popular teaching and learning approach in
mathematics education. There is however a need within the modelling domain to
identify exactly what modelling competencies are and how these competencies
develop. This study examines how mathematical modelling competencies develop in
Grade 7 students working in groups.
Modelling is placed in the field of mathematics teaching and learning as a significant
means of learning mathematics. Modelling competencies are identified and
characterised from existing literature and explored through empirical generation and
collection of data. The study is qualitative in nature and uses a mixed approach of
design research and some aspects of grounded theory. Students’ progress through a
modelling program is documented while the modelling competencies of students
stereotyped as weak and strong are also investigated. The findings firmly support
earlier research that competencies do develop in students who are exposed to
modelling. A comprehensive picture of the modelling situation is presented since this
study merges competencies from other studies into a detailed analysis of the
modelling situation - it presents an authentic modelling situation of students working
in groups and furthers the discussion on modelling competencies.
The analysis of the data suggests that the development of modelling competencies is
complex and interrelated but that competencies do develop progressively in groups
involved in modelling tasks. Recommendations for additional studies include studies
of a longer duration and a full investigation into the link between modelling and
language ability. / AFRIKAANSE OPSOMMING: Wiskundige modellering is besig om ‘n populêre onderrig- en studiebenadering in
wiskundeonderwys te word. Daar is egter ‘n behoefte om die
modelleringsbevoegdhede te identifiseer in hierdie veld en om te weet hoe hierdie
bevoegdhede ontwikkel. Hierdie studie ondersoek watter bevoegdhede in wiskundige
modellering by Gr.7 studente wat in groepe saamwerk ontwikkel.
Modellering is in die studieveld van wiskundeonderrig en -leer geplaas as 'n
betekenisvolle leerwyse in wiskunde. Modelleringsbevoegdhede word vanuit
bestaande literatuur en navorsing geïdentifiseer en beskryf deur empiriese generering
en versameling van data. Die studie is kwalitatief van aard en gebruik ‘n gemengde
benadering van ontwikkelingsondersoek en sekere aspekte van begronde teorie.
Studente se vordering in die modelleringsprogram is gedokumenteer terwyl die
modelleringsbevoegdhede van gestereotipeerde swak en sterk studente ook ondersoek
is. Die resultate bevestig vroeëre navorsing dat bevoegdhede ontwikkel word deur
studente wat blootgestel is aan modellering. ‘n Omvattende beeld van die
modelleringsituasie is in hierdie studie aangebied waardeur
modelleringsbevoegdhede, soos geïdentifiseer in ander studies, tot ‘n gedetailleerde
analise van die modelleringsituasie saamgevoeg word. Dit verteenwoordig dus ‘n
outentieke modelleringsituasie van studente wat in groepe saamwerk en bevorder so
die gesprek oor modelleringsbevoegdhede.
Die analise van die data suggereer dat die ontwikkeling van modelleringsbevoegdhede
kompleks en geïntegreerd is, en dat bevoegdhede progressief ontwikkel in groepe wat
betrokke is by modelleringstake. Aanbevelings vir addissionele studies sluit langer
ondersoektydperke in en 'n dieper ondersoek na die verband tussen modellering en
taalvaardigheid.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/5301 |
| Date | 12 1900 |
| Creators | Biccard, Piera |
| Contributors | Wessels, D. C. J., University of Stellenbosch. Faculty of Education. Department of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | Unknown |
| Type | Thesis |
| Format | xiii, 237 p. : ill. |
| Rights | University of Stellenbosch |
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