Preliminary communication
https://doi.org/10.15516/cje.v26i4.5784
Assessing the Impact of Mathematical Modelling Education on Traditional Word Problem Solving Skills in 10 - 11-Year-Old Croatian and Slovenian Students
Mateja Sabo Junger
orcid.org/0000-0002-1403-3693
; University of Zagreb, Faculty of Teacher Education
Alenka Lipovec
orcid.org/0000-0002-3667-5435
; University of Maribor, Faculty of Education, Faculty of Natural Sciencesand Mathematics
Jasmina Ferme
orcid.org/0000-0003-1584-9130
; University of Maribor, Faculty of Education, Faculty of Natural Sciencesand Mathematics
Abstract
In contemporary mathematics education, there is a paradigm shift toward active learning, particularly through mathematical modelling. This study investigates the impact of a mathematical modelling development program on traditional word problem-solving skills of 10-11-year-old students in Croatia and Slovenia (N =231), as perceived by students. Theoretical frameworks highlight the role of word problems in shaping fundamental mathematical skills and emphasise the complexity of mathematical modelling problems. The research explores the transferability of skills acquired in the program to traditional word problem-solving. The methodology involves workshops for teachers and students, using four mathematical modelling tasks addressing concepts of function, criteria choice, and combinatorics. Results indicate varied impacts on skills as perceived by students, with improvements in careful reading, planning, and reflection regarding the solution method and accuracy of the answer. While the study shows some progress, the short duration may limit conclusive findings. Overall, the research underscores the potential of mathematical modelling in enhancing problem-solving skills in primary education.
Keywords
Learning and teaching mathematics; mathematical modelling; wordproblems; mathematical problems; word-problem solving skills
Hrčak ID:
329791
URI
Publication date:
2.4.2025.
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