liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Designing, implementing and evaluating mathematical modelling modules at the upper secondary level
Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, The Institute of Technology.
2009 (English)Report (Other academic)
Abstract [en]

This study provides an account of how it is possible to work with mathematical models and modelling at the Swedish upper secondary level. It shows how a researcher and two teachers, departing from what is written in the mathematics curriculum document about mathematical models and modelling and the teachers’ mathematics teaching practices, collaborate to design and develop two so called modelling modules. These two modules designed for, and integrated in, the Mathematics C and Mathematics D course respectively, were implemented in the teachers’ classes and the whole process was evaluated. The students’ experiences of working with the modules were also investigated.

The conceptual framework used to study this process of design, implementation, and evaluation is built up of design-based research methodology, cultural historical activity theory (CHAT), and co-learning agreement between the researcher and the participants.

The teachers as well as the students expressed that they enjoyed working on the modules and found the experience positive and rewarding. However, some doubt concerning the learning outcome on behalf of the students were raised among the teachers, and the wish to incorporate more scheduled time into the modules was expressed by the students.

It is concluded that the participating teachers could had difficulties in expressing a clear conception of the notions of mathematical models or modelling and no affirmative conclusions could be drawn that the participation of the teachers changed their attitudes towards mathematical models and modelling. The designing process was often was restrained by constraints originating from the local school context, and working with modelling highlights many systemic tensions in the established school practice. Also, meta-results in form of suggestions of how to resolve different kinds of tensions in order to improve the study design are reported.

Place, publisher, year, edition, pages
Linköping University: Linköping Universtiy Electronic Press , 2009. , 219 p.
National Category
Mathematics Computational Mathematics
Identifiers
URN: urn:nbn:se:liu:diva-54269Local ID: LiTH-MAT-R-2009-9OAI: oai:DiVA.org:liu-54269DiVA: diva2:302342
Available from: 2010-03-05 Created: 2010-03-05 Last updated: 2014-06-23
In thesis
1. Mathematical modelling in upper secondary mathematics education in Sweden
Open this publication in new window or tab >>Mathematical modelling in upper secondary mathematics education in Sweden
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to investigate and enhance our understanding of the notions of mathematical models and modelling at the Swedish upper secondary school level. Focus is on how mathematical models and modelling are viewed by the different actors in the school system, and what characterises the collaborative process of a didactician and a group of teachers engaged in designing and developing, implementing and evaluating teaching modules (so called modelling modules) exposing students to mathematical modelling in line with the present mathematics curriculum. The thesis consists of five papers and reports, along with a summary introduction, addressing both theoretical and empirical aspects of mathematical modelling.

The thesis uses both qualitative and quantitative methods and draws partly on design-based research methodology and cultural-historical activity theory (CHAT). The results of the thesis are presented using the structure of the three curriculum levels of the intended, potentially implemented, and attained curriculum respectively.

The results show that since 1965 and to the present day, gradually more and more explicit emphasis has been put on mathematical models and modelling in the syllabuses at this school level. However, no explicit definitions of these notions are provided but described only implicitly, opening up for a diversity of interpretations.

From the collaborative work case study it is concluded that the participating teachers could not express a clear conception of the notions mathematical models or modelling, that the designing process often was restrained by constraints originating from the local school context, and that working with modelling highlights many systemic tensions in the established school practice. In addition, meta-results in form of suggestions of how to resolve different kinds of tensions in order to improve the study design are reported.

In a questionnaire study with 381 participating students it is concluded that only one out of four students stated that they had heard about or used mathematical models or modelling in their education before, and the expressed overall attitudes towards working with mathematical modelling as represented in the test items were negative. Students’ modelling proficiency was positively affected by the students’ grade, last taken mathematics course, and if they thought the problems in the tests were easy or interesting. In addition empirical findings indicate that so-called realistic Fermi problems given to students working in groups inherently evoke modelling activities.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2010. 75 p.
Series
Linköping Studies in Science and Technology. Dissertations, ISSN 0345-7524 ; 1289
National Category
Mathematics
Identifiers
urn:nbn:se:liu:diva-54318 (URN)978-91-7393-488-6 (ISBN)
Public defence
2010-03-12, C3, hus C, Campus Valla, Linköpings universitet, Linköping, 10:15 (English)
Opponent
Supervisors
Available from: 2010-03-30 Created: 2010-03-09 Last updated: 2016-11-30Bibliographically approved

Open Access in DiVA

No full text

Authority records BETA

Bergman Ärlebäck, Jonas

Search in DiVA

By author/editor
Bergman Ärlebäck, Jonas
By organisation
Mathematics and Applied MathematicsThe Institute of Technology
MathematicsComputational Mathematics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 585 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf