Page 264 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 264
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
the mathematics and presentations, such as arithmetic, algebraic-analytic,
graphical, geometrical, or combined. Models can be also equations or com-
puter codes. For example, the strength of earthquakes is measured with the
Richter’s scale, which use logarithm. Magnitude of the earthquake can be
calculated by formula (1)
where M is the magnitude of earthquake, x is the measure of the amplitude
of earthquake wave and x0.
Mathematical modelling in education
The mathematical modelling significantly came into the educational focus
in recently years.
In this paper we elaborate how can mathematical modelling be applied
in the younger students’ mathematical education in order to introduce stu-
dents with the notion of function. The described example is applied in the
primary school “Petro Kuzmjak” in Ruski Krstur in Serbia, with students
10-11 years old. Mathematical curriculum for the primary school students
propose mathematical topics such as: number and its graphical representa-
tion, fractions, calculations (addition, subtraction, multiplication and divi-
sion), equations and inequalities, word problems, measures, area of square,
rectangle, and cube. There is also a recommendation that students could be
introduced to functions trough real life examples in order to get knowledge
about variables. Formally, content related to function is introduced to stu-
dents age 13-14 years old in upper primary level school, and starts with lin-
ear function.
Significance of mathematical modelling is related to the potential
of learning and teaching mathematics based on mathematical modelling
and developing students’ competences, and in our case, it was chosen as a
teaching method. Mathematical modelling helps to connect real-world sit-
uations and mathematical concepts. Students learn to understand and de-
cide about real-world problems the importance of mathematics as a tool for
solving problems and giving answers to the relevant questions is highlight-
ed during mathematical modelling activities in the classroom. Such activ-
ities are helpful in developing transferable skills that students could apply
in other subjects and situations.
Blomhoj & Jensen (2003) identify six competences related to the math-
ematical modelling: formulation of the problem, recognition of the rele-
264
the mathematics and presentations, such as arithmetic, algebraic-analytic,
graphical, geometrical, or combined. Models can be also equations or com-
puter codes. For example, the strength of earthquakes is measured with the
Richter’s scale, which use logarithm. Magnitude of the earthquake can be
calculated by formula (1)
where M is the magnitude of earthquake, x is the measure of the amplitude
of earthquake wave and x0.
Mathematical modelling in education
The mathematical modelling significantly came into the educational focus
in recently years.
In this paper we elaborate how can mathematical modelling be applied
in the younger students’ mathematical education in order to introduce stu-
dents with the notion of function. The described example is applied in the
primary school “Petro Kuzmjak” in Ruski Krstur in Serbia, with students
10-11 years old. Mathematical curriculum for the primary school students
propose mathematical topics such as: number and its graphical representa-
tion, fractions, calculations (addition, subtraction, multiplication and divi-
sion), equations and inequalities, word problems, measures, area of square,
rectangle, and cube. There is also a recommendation that students could be
introduced to functions trough real life examples in order to get knowledge
about variables. Formally, content related to function is introduced to stu-
dents age 13-14 years old in upper primary level school, and starts with lin-
ear function.
Significance of mathematical modelling is related to the potential
of learning and teaching mathematics based on mathematical modelling
and developing students’ competences, and in our case, it was chosen as a
teaching method. Mathematical modelling helps to connect real-world sit-
uations and mathematical concepts. Students learn to understand and de-
cide about real-world problems the importance of mathematics as a tool for
solving problems and giving answers to the relevant questions is highlight-
ed during mathematical modelling activities in the classroom. Such activ-
ities are helpful in developing transferable skills that students could apply
in other subjects and situations.
Blomhoj & Jensen (2003) identify six competences related to the math-
ematical modelling: formulation of the problem, recognition of the rele-
264
