Page 267 - 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. 267
mathematical modelling in pr imary schools-advanced topics at elementary level
Figure 12: Solution of the real-world problem and its graphical representation
Following and solving tasks students were gradually guided to the
solution of the main problem of the real-world situation which was to pre-
dict the population of the village in the future. Accordingly, to students age,
the main problem required answer if the population of the village increase
or decrease. Students needed to discuss dependence of the values, which
in this case were time and number of inhabitants. This kind of activities
helped students to verbally articulate relationship between variables in the
problem of population in a village. Also, students graphically represented
relationships between variables which they recognized in everyday situa-
tion. Modelling activities enabled students to have different kinds of expe-
rience, beside learning mathematics, such as dealing with problem of pop-
ulation or migration. According to their reactions, students liked activities
and actively participated. During the solving tasks, they have many ques-
tions and issues since they never experienced this kind of activities.
267
Figure 12: Solution of the real-world problem and its graphical representation
Following and solving tasks students were gradually guided to the
solution of the main problem of the real-world situation which was to pre-
dict the population of the village in the future. Accordingly, to students age,
the main problem required answer if the population of the village increase
or decrease. Students needed to discuss dependence of the values, which
in this case were time and number of inhabitants. This kind of activities
helped students to verbally articulate relationship between variables in the
problem of population in a village. Also, students graphically represented
relationships between variables which they recognized in everyday situa-
tion. Modelling activities enabled students to have different kinds of expe-
rience, beside learning mathematics, such as dealing with problem of pop-
ulation or migration. According to their reactions, students liked activities
and actively participated. During the solving tasks, they have many ques-
tions and issues since they never experienced this kind of activities.
267
