Computer modelling in mathematics education

As pesquisas em Modelagem Matemática na Educação Matemática são realizadas há mais de três décadas no Brasil. Nesse período, é possível afirmar que há predominância da abordagem da pesquisa qualitativa. Nesse contexto, explicitamos alguns significados da pesquisa qualitativa em Modelagem Matemática na Educação Matemática no Brasil. Tais significados são descortinados sob uma abordagem fenomenológica de pesquisa, sobre a questão: como se mostra a pesquisa qualitativa em Modelagem Matemática na Educação Matemática? O solo para o qual a interrogação se direciona são os trabalhos publicados no III Seminário Internacional de Pesquisa em Educação Matemática SIPEM, realizado em 2006. As interpretações indicam fragilidades acerca do uso da abordagem qualitativa, principalmente, quanto à descrição detalhada dos procedimentos de análise, carecendo, portanto, de debates mais amplos para o avanço da pesquisa em Modelagem Matemática na Educação Matemática.

Essa pesquisa é fruto do projeto de Iniciação Científica, ainda em desenvolvimento, sobre Modelagem Matemática e o GeoGebra. Com objetivo de responder Que focos das produções em Modelagem Matemática que mencionam o GeoGebra se revelam dos anais da CNMEM (2003-2019)?, a pesquisa interrogou as produções publicadas na Conferência Nacional sobre Modelagem na Educação Matemática (CNMEM), que mencionaram o GeoGebra. Após a seleção das produções, foram realizadas leituras sucessivas dos resumos, possibilitando estabelecer sínteses sobre seus objetivos. A aproximação temática entre esses objetivos permitiu uma convergência, favorecendo à constituição de três núcleos: Modelagem Matemática e GeoGebra na formação de professores; Aspectos da Modelagem Matemática com GeoGebra; Atividades de Modelagem Matemática e GeoGebra. Os resultados sustentam que as produções possuem objetos de investigação distintos, sugerem a emergência de saberes pedagógicos, técnicos e matemáticos, bem como despertam reflexões em (jovens) pesquisadores. Palavras-chave: CNMEM. GeoGebra. Modelagem Matemática. Educação Matemática.

Today, many experts in the field of natural science and technical education (NSTE) agree that the fate of the world ultimately depends on a person, his personal qualities, value orientations, especially in the aspect of attitude to nature and ways of behaving in it. All over the world, interest in natural science education (NSE) of the younger generation is growing.

Mathematical modelling, as a universal language of modern science, is an indispensable mathematical skill that transforms complex real-world problems into quantitative and systematic frameworks, enhances prediction accuracy, optimizes decision-making processes, and guides the development of interdisciplinary solutions. This study conducts a bibliometric analysis to map scientific publications on mathematical modelling in mathematics education. Bibliometric analysis is a statistical method used to identify, evaluate, and track published literature through bibliometric data, including citation information related to authors, publications, institutions, journals, and countries. A total of 536 publications in the categories of Mathematics and Social Sciences from the Scopus database were analyzed. Findings reveal that the most prolific countries are the United States, Germany, and Spain, while the most influential journals are ZDM-Mathematics Education, ZDM-International Journal on Mathematics Education, and Journal of Engineering Education. Additionally, the conceptual structure of mathematical modelling is visualized and presented.

In 1987 ETHZ, the Swiss Federal Institute of Technology, first offered a degree course in environmental sciences. The curriculum is based upon a comprehensive view of the environment and its systems. The first two years of the programme cover a multidisciplinary basic education in mathematics, natural and social sciences. For their advanced education in the fifth to nineth semesters the students select one of four science disciplines (Chemistry/Microbiology, Physics, Biology or Environmental Hygiene) and one of four environmental systems (Aquatic Systems, Atmosphere, Terrestrial Systems or Anthroposphere). The education in natural sciences is accompanied by a compulsory case study, which is implemented as a didactic tool to teach ecological problem-solving, and courses in environmental social sciences and environmental technology. During the professional practical training of about four months, students gain insight into the constraints of a professional environment. In the tenth semester a diploma project - equivalent to a master's thesis - is carried out.

In this chapter, we analyze the problem oriented project work practiced at the Bachelor Study Program in Natural Science (Nat Bach) at Roskilde University (RU) as a learning environment for developing students’ mathematical modelling competence. The projects are conducted in a rather sophisticated and radical learning environment grounded on the four pedagogical key principles of problem orientation, participant directed group work, interdisciplinarity and exemplarity. We illustrate and discuss the interplay between the aim of developing the students’ modelling competence on the one hand and on the other hand the key principles of the project work and the learning environment in which this pedagogy is brought into life at Nat Bach. In particular, we focus on the role and function of the feedback in the supervision process, and the peer‐review seminars. Through the analyses we aim at contributing to the research on modelling in mathematics education especially regarding the importance of the students’ autonomy in the modelling process, the exemplarity of their work and the interdisciplinary nature of modelling.

In this paper, I outline a socio-critical perspective of modelling in mathematics education and discuss implications for analysis of students' activities at the micro level. In particular, a discursive perspective is presented with contributions from discursive psychology. Recent studies and classroom examples are taken into consideration.

The main aim of the article is to study the organization of the Nature subject in the competence-based teaching at schools. In recent years, the active participation of our Republic in various research programs on the assessment of student achievements has led to positive changes in textbook policy. In such programs (such as TIMSS and PISA), the reading, mathematical, and scientific literacy skills of students are studied and evaluated with specially designed tools. It should be noted that according to the results of the latest TIMSS study, our students were able to demonstrate high mathematical literacy skills. Unfortunately, their scientific literacy scores were lower than the average research score. However, the formation of scientific literacy in the natural sciences is extremely important in training competent young people for the future. In the countries whose students show high results in the TIMSS and PISA research programs (Singapore, China, South Korea, Finland, etc.), the formation of scientific literacy competence in the teaching of Natural Sciences is the main goal of national education. In the article, the way to solve the problem related to the formation of scientific literacy competence in our students at the general secondary education level with the teaching of the integrative "Nature" subject was studied; the importance and necessity of studying this subject were justified. The results of Azerbaijani students in the field of Natural Sciences in comparison with international studies are not satisfactory, the reason for this is that students do not have enough knowledge of scientific concepts and laws in Natural Sciences, and they have difficulty answering real-life situational tasks. Application importance: this theory can be implemented in general education schools.

Technology has changed the educational landscape by providing greater access to learning resources, creating interactive and engaging learning environments, and supporting the use of virtual simulations and experiments. Customisation of learning and the ability to track student progress through technology is an important focus in the effort to improve student learning motivation in Mathematics and Natural Sciences Education. This research uses qualitative research methods with literature study data collection techniques to investigate the impact of using learning technology on student learning motivation in Mathematics and Natural Sciences Education. The purpose of this research is to provide a deeper understanding of how learning technology can be optimised to improve student learning motivation in Mathematics and Natural Sciences. The results of this study have the potential to provide relevant recommendations that can help improve Mathematics and Natural Sciences education in the current digital era. This research is expected to make a significant contribution to the understanding of how learning technology can be used more effectively in increasing student learning motivation in Mathematics and Natural Sciences, so that it can provide maximum benefits in preparing students to face global challenges in the future.

Introduction * How Has Computer Modeling Transformed Science Research?- How Should Modeling in Science Education Relate to Modeling in Science Research?- Can Students Learn Model-Based Inquiry?- Can Students Understand Science Without Designing and Building Models?- The Role of Visualization in Simulation and Modeling * New Modeling Technologies and Issues * A Research and Planning Agenda for Introducing Modeling into the Curriculum * Proposed Research Agenda.

One of the invariants for the education through the time is the effort for improvement and changes caused by different cultural, economic, and overall civilization circumstances. Nowadays, the huge impact of digital technology on educational systems and everyday practice is evident. The didactic theory still seeks guidelines for adequate use of new information communication technology. Higher education in Serbia also is a part of this process, as activities of ERASMUS+ project TeComp (Strengthening Teaching Competencies in Higher Education in Natural and Mathematical Sciences, 598434-EPP-1-2018-1-RS-EPPKA2-CBHE-JP) testified. In this paper, we present some outcomes and experiences collected during the project with an aim to disseminate results and to contribute broad discussion in the HE community. We give a quick overview of teachers’ attitudes about ICT in their teaching practice as well as some important information and conclusions conducted from evaluations of trainings the most visited by teachers from the Faculty of Science, Kragujevac, concerning aspects of incorporating blended learning in HE in fields of natural sciences, mathematics, computer science, and informatics as a way for strengthening teacher competences

This chapter provides a brief overview Stillman, G.A. of the state of the art in research and curricula on mathematical modellingmathematical modelling and applications of mathematics in education. Following a brief illustration of the nature of mathematical modelling in educational practice, research in real-world applications and mathematical modelling in mathematics curricula for schooling is overviewed. The theoretical and empirical lines of inquiry lines of inquiry empirical in mathematics education research related to teaching and learning of mathematical applications and mathematical modelling regularly in classrooms are then selectively highlighted. Finally, future directions are recommended.

This study evaluates the integration of online Pascal compilers in undergraduate physics education at the University of Mataram, focusing on its impact on students' programming skills. Over one semester, three classes (A, B, and C) of physics education students from the Department of Mathematics and Natural Sciences Education (PMIPA), Faculty of Teacher Training and Education (FKIP), University of Mataram, participated in lectures, discussions, and practical exercises using the GDB Online Pascal Compiler. Course content included Pascal fundamentals, arrays, matrices, and applications in physics, evaluated through assignments, mid-semester, and final exams. Quantitative analysis of student performance data revealed significant differences in mean scores and variability among the classes, with Class A achieving the highest average score and Class C exhibiting the greatest variability. Statistical tests confirmed that performance data for all classes deviated significantly from normal distribution, necessitating non-parametric tests. The Mann-Whitney U test indicated no statistically significant differences in median scores between class A vs. class B, class A vs. class C, and class B vs. class C, suggesting consistent performance outcomes across classes post-course. These findings underscore the potential of the online Pascal compiler in enhancing students' programming skills within the context of physics education.

As argumentações pautadas nos interesses e objetivos de alunos e professores durante o desenvolvimento de atividades de Modelagem Matemática foram sistematizadas em Kaiser e Sriraman (2006) por meio de perspectivas para a Modelagem Matemática na Educação Matemática. Considerando o propósito do nosso trabalho de investigar a Modelagem Matemática como prática favorável ao desenvolvimento do pensamento matemático de alunos, pautamos nossas discussões na perspectiva cognitivista para a Modelagem Matemática. Para abordar o pensamento matemático utilizamos os pressupostos teóricos de Dreyfus (2002) sobre o pensamento matemático de estudantes, e as caracterizações de Tall (2004) para diferentes "Mundos da Matemática". As análises empreendidas se realizam a partir do desenvolvimento de atividades de modelagem por estudantes de um curso de Licenciatura em Matemática e expressam reflexões e considerações sobre o pensamento matemático dos alunos e os processos cognitivos que mobilizaram e apontam indícios do trânsito dos alunos pelos Três Mundos da Matemática durante o desenvolvimento destas atividades. Os resultados obtidos a partir dessa análise indicam o potencial de atividades de Modelagem Matemática como desencadeadoras de processos de pensamento matemático caracterizados por Dreyfus (2002) e Tall (2004).

Visuospatial processing is a key asset for thriving in health and natural sciences education and practice. Two critical reasons for this importance are that (a) science phenomena are often represented visuospatially, and (b) science is communicated among professionals by means of visual and spatial information. Furthermore, there is a reciprocal relation between visuospatial processing and science education. On the one hand, visuospatial processing helps in learning about health and natural sciences. On the other hand, education in health and natural sciences can produce a boost in different visuospatial abilities. In this review chapter, we support this two-way relationship using several examples of visuospatial abilities (e.g., mental rotation, mental folding, and field independence) and science disciplines (e.g., anatomy, surgery, biology, chemistry, and geology). We also describe visuospatial training as an effective way to enhance visuospatial abilities. Moreover, under some conditions, visuospatial training could also be transferred to related tasks, showing near, intermediate, and far transfer. In these cases, the most desirable but difficult outcome of visuospatial training is far transfer that produces higher science educational achievement. We also comment on various methodological problems about research on visuospatial training. Lastly, we discuss the instructional implications and future research directions that could better inform of this relationship between visuospatial processing and accomplishment in the fields of health and natural sciences.