Mathematical Modelling in Teaching 21st Century Learners

A research study

submitted to the faculty of the

Department of Teacher Education

Cavite State University-CCAT

Rosario, Cavite

In partial fulfillment

of the requirements for the degree

Bachelor of Secondary Education major in Mathematics

AILEEN B. ATICALDO

APRIL ANN D. VILLAMOR

 ACKNOWLEDGEMENT

Immeasurable appreciation and deepest gratitude for the help and support

are extended to the following persons who gave their contributions in making this

possible.

To our adviser, Mr. Ryan John A. Biares, without his assistance, this

would not be possible.

To my co-researchers, I thank them for their usual cooperation for without

them this research would not be successful.

To my family, I thank them for their unending love, encouragement,

understanding and support in all aspect. Above all, to our Almighty God, who was

always been with me throughout my journey, who is the source of my strength for

every task assigned to me. To you Lord belongs all the glory.

Aileen B. Aticaldo

April Ann D. Villamor

 CHAPTER I
The Problem and Its Background

INTRODUCTION

Mathematics is very important in our lives. The application of

mathematics is evident not only in the field of education, but in almost every

aspect that we could think of, like when we budget our monthly income, manage

our time, and even in the infrastructures we see outside. Accordingly, the concept

of mathematical literacy, which emphasizes individuals’ skills of using and

interpreting mathematics in their daily lives, can be deemed as the way

mathematics is included in curricula (Baki, 2014b, p. 307).

In the Philippine education system, mathematics is one of the top

priorities in terms of the number of hours allocated per class in all levels.

Currently, the image of mathematics in the community is an image with non-

human things. From the point of view of ordinary people, mathematics is one kind

of mental torture. Often it is thought that only with high mental intelligent has the

ability to understand mathematical concepts.

During the last decades, researches have been discussed and introduce

different approaches to teaching and learning mathematics, and this includes the

changes in the pedagogical practices such as “active learning approaches”. With

this approach, the learners construct his/her understanding about mathematical

concepts. One of these active learning approaches is the “mathematical

modelling”
 In mathematics education, the word ‘modelling’ is used for many things,

such as demonstrating a mathematical process (for example, solving an equation),

using manipulative (such as utilizing blocks to represent addition), and describing

mathematical techniques (for example, repeated addition as a model for

multiplication).

Mathematical modelling can be taught at every stage of a student’s

mathematical education, from kindergarten to undergraduate school and beyond.

As the existing mathematical knowledge is much beyond what can be taught

during school period, school mathematics teaches students basic concepts and

ways of acquiring mathematical knowledge (Baki, 2014a, p. 34). Mathematical

modelling involves a complex process in which a problem state encountered in

real life is formulated mathematically and solved with the help of mathematical

models, and the solution is interpreted and evaluated in the real world.

The concept of mathematical modelling have been adopted but not fully

implemented. In teaching the structure and application of mathematics to a real

world problem, it is necessary to have a modelling technique for the learning

process became easy for the 21st century learners. However, fulfilling this kind of

instruction in a real world classroom set-up became challenging for several

reasons. Modelling mathematics became difficult because generally teachers have

little experience with modelling especially we had a new educational system – k

to 12 Curriculum. Another reason is there are limited modelling materials in

current mathematics books.

Statement of the Problem

This study focuses on teaching Mathematical Modelling in 21st

century,

The following problem must be answered:

1. What are the demographic profile of the respondents?

2. What are the modelling techniques that mathematics

teachers practice today?

3. What are the roles of Mathematical Modelling in teaching

Mathematics to the learning of the student?

4. Is there any significance between teaching Mathematical

Modelling in 21st century education?

Significance of the Study

Completing this study will give us, being a researcher, as Education

students the idea on how to teach Mathematics course with the help of

mathematical modelling. Mathematical modelling is one of the bases of

mathematics education and it is described as conversion activity of a real problem

in a mathematical form. Modelling helps to formulate the real-life situations or to

convert the problems in mathematical explanations to a real. “Learning and

teaching modelling and its applications involve many aspects of mathematical

thinking and mathematics learning (Burkhardt and Pollak, 2006)”. Mathematical

model are an important part of all areas of mathematics include arithmetic,

algebra, geometry, or calculus. Therefore, the mathematical modelling helps the

students to realize that mathematics is part of their lives and make them enjoy

mathematics.

This study may also redound to the benefit of the following:

Department of Education (DepEd), this study may help the DepEd in

making actions to implement the mathematical modelling to all schools levels.

Administration, this study may help the administration to develop and

create instructional materials to address the needs of Mathematics teachers.

Instructors, this study will help the instructors in getting information

about mathematical modelling. It may become their stepping-stone to encourage

them to put extra effort to improve and enhance their way in teaching

Mathematics.

Students, this study will help the student to broaden their knowledge with

regards to the importance of mathematical modelling in their learning process.

This will also help to scrutinize the depth of the mind of an individual who learn

about mathematical modelling. This may also help them to engage themselves in

mathematical activity and change their perspective in mathematics.

Future Researchers, this study will help the future researchers by using

this study as a future reference for a further study about mathematical modelling.

And the outcome of this study will be beneficial to the future researchers to gain
additional information in terms of perspective of an individual regarding on

learning mathematical modelling.

Scope and Limitations of the Study

The study “Mathematical Modelling in teaching Mathematics in the 21st

century” was conducted at Cavite State University-CCAT Campus on August up

to November 2019.

Researchers will be conducting an unstructured interview to selected

mathematics teacher of Cavite State University-CCAT Campus as their

respondents, regardless of the age and year level they are teaching. The selected

respondents were all mathematics teacher of the said university and experience

teaching mathematical modelling.

This study is limited in the perception of selected respondents inside the

vicinity of the campus. It focuses on understanding mathematical modelling and it

aims to gather and analyse the important information regarding to the teaching

and learning of mathematical modelling in todays’ generation.

Conceptual Framework

This study is anchored on the mathematical modelling which states that

students make more meaningful connections when mathematical ideas are

represented in multiple modes such as manipulative, pictures, real-life contexts,

verbal symbols, and written symbols. This model emphasizes that various modes

of representation make concepts meaningful for students. Teaching mathematics

with modeling motivate students engage more in mathematics. It is an effective

use to expand on student’s knowledge and interest. Students make connections

among mathematics and develop deeper conceptual understanding (Boaler, 2006).

Student using modelling approach is said to ouststand those students using a

traditional curriculum on problems that require formulating models and

interpreting results of algebraic clculations. (Fey et al, 2000)

Many recent qualitative and quantitative research studies on modelling in

school focus on students; however, teachers also play important role in

implementing mathematical modelling successfully into mathematic lessons and

in fostering students modelling competencies. Teachers can help students to build

deeper understanding and more elaborate schemes through persistence and

willingness to discuss the reasonableness of ideas and solutions (Francisco &

Maher, 2005).

Modeling is not for science only. It transcends disciplines and affords

tools for students to engage with real problems in their community and society.

So, all mathematics teacher should try to practice mathematical modeling to

further understanding of their lessons. It may not that easy, but “Start big. Start

small. Just Start.” (GAIMME 2016, p. 92

CONCEPTUAL PARADIME
 Identification of problem

Formulation of problem

Collect data or related information

Mathematical description

Conclusion to the problem

Interpretation and verification

Definitions of Terms

Mathematical modelling is a process of encountering a situation,

problematizing it, and bringing inquiry, reasoning, and mathematical structures to

transform the situation (Confrey and Maloney, 2007).

Model – eliciting activities (MEA) are defined as “problem solving mthat

are tested and refined multiple times and that elicit a model” (Lesh & Yoon, 2007,

p.162).
 Problem solving is the process of working through details of a problem to

reach a solution. Problem solving may include mathematical or systematic

operations and can be a gauge of an individual's critical thinking skills.

Traditional Approach, are based on direct instruction where students are

shown one standard method of performing a task such as decimal addition, in a

standard sequence. A task is taught in isolation rather than as only a part of a

more complex project. 

Mathematizing, to reduce a mathematical formula or problem,

Mathematizing of a problem or area of study consists of applying mathematical

ideas to that problem or field so as to think more precisely or clearly about things.

21st Century is the current century of the Anno Domini era or Common

Era, in accordance with the Gregorian calendar. It began on January 1, 2001, and

will end on December 31, 2100. It is the first century of the 3rd millennium.

Chapter II
REVIEW OF RELATED LITERATURE

This chapter provides a review of suitable and relevant study essential to

the concept and direction of the study.

The History of Mathematical Modelling in Education

 In the same time frame that Brousseau launched and developed his

research, teaching mathematical modelling also enjoyed steady progress,

eventually leading in the United States to the inclusion of modelling in the

Common Core standards. In this section, it gives a brief history of school

modelling, beginning with Pollak and Freudenthal in the late 1960s, then through

the association with problem solving research in the following decades, and

finally the evolution of modelling standards from the National Council of

Teachers of Mathematics (NCTM; 1989, 2000) and the Common Core (NGA &

CCSSO, 2010).

Solving real world problems has obviously been a part of mathematics

since its inception, but it will begin this history in the late 1960s with a conference

Hans Freudenthal organized to promote applications and modelling in education,

in part as a reaction to the theoretical emphasis of the “new math” movement

dominant at the time. Freudenthal (1968) opened the conference with a talk titled,

“Why to teach mathematics so as to be useful.” He claimed, “In its first

principles, mathematics means mathematizing reality” (1968, p. 7). In his closing

he said, “The big unfinished task is to collect appropriate examples of honest

applied mathematics for earlier levels of education”. It is possible to bring real

applications into the secondary, and even the elementary, school and to motivate

and illustrate much mathematics by such examples” (1968, p. 31). With such

calls, modelling education began what Niss, Blum, and Galbraith called the

“advocacy phase” (2007, p. 28).

 Problem solving became a central goal for mathematics instruction in the

1980s. The NCTM featured it prominently in its 1980 Yearbook (Krulik & Reys,

1980) and a decade later in the Curriculum and Evaluation Standards for School

Mathematics (NCTM, 1989). Mathematical problem solving and mathematical

modelling have many similarities, and support for them in education grew in

parallel. Modelling tends to be more closely connected to the real world problem

context, and it places a greater emphasis on an iterative or cyclical process to

develop solutions (Schoenfeld, 1992; Zawojewski, 2010). Through the 1980s and

1990s modelling curricula were written (Burkhardt, 1983, 1989; Garfunkel &

Malkevitch, 1994), and an associated research community developed. The

International Conferences on the Teaching of Mathematical Modelling and

Applications (ICTMA) was founded and began biennial conferences in 1983

(Blum & Niss, 1991; Lesh, Doerr, Carmona & Hjalmarson, 2003; Niss et al.,

2007).

Mathematics Teacher, ten veteran educational leaders called modelling “a

central goal of high school instruction,” but warned that, “We have a long way to

go before those recommendations are common practice in most U.S. high

schools” (Fey et al., 2014, p. 489).

Mathematical modelling in realistic mathematics education

The Traditional Approach to teaching mathematics is not sufficient for

strengthening student problem-solving skills and thus cannot help students to

develop competence in math and application. In the traditional approach of

learning there were more emphases on the mechanistic and memorize solutions

and operations of mathematics. For example, in elementary schools in general,

early arithmetic teaching focused on computational skills. Further, it is also

supported by the assertion that the results of traditional approaches in

mathematics are mechanistic or reminding of solutions to story problems/word

problem. Furthermore, in traditional programs, objectives are classified as low-

level goals based on the skills of formulas, simple algorithms, and definitions.

The learning process not only takes place within individuals themselves, but it

also involves the social interactions among them. Furthermore, in the traditional

approach, students solve without understanding the problem, as well as in

traditional dominant learning strategies the dominantly solving problems look for

keyword interpretation rather than thinking deeply about the problem. Based on

this it is necessary to have a new learning approach. The development of more

specific problem solving strategies (modelling process) is needed. There are 4

steps of doing mathematics or the use of mathematics in everyday life are

identifying where math can be applied, changing the practical problem into a

problem or mathematical model, solving math problems, and interpreting and

evaluating the obtained results.

*By modelling, mathematics education for student becomes more

meaningful and justification of modelling is the essential goal of teaching

mathematics. In fact, mathematical modelling learning in schools is very few.

Everyday, in many countries, teaching mathematics seldom apply the modelling

because it is difficult for the teachers to do. In addition, modelling is actually

rather difficult for students; they find it difficult to mathematical modelling due to

the demands of modelling tasks. Modelling is inseparable from other

mathematical competencies, reading and communicating, designing and

implementing problem-solving strategies or working mathematically such as

reasoning, computing, etc.

The Role of Mathematical Modelling to 21st Century

One of the most important tools for transition to 21 st century education is

mathematical modelling. Model-eliciting activities (MEA) are mathematical

modelling applications. Mathematical modelling applications are composed of

concepts related to different disciplines by their nature. There is not a single

definition of mathematical modelling agreed in the literature. Instead, there are

definitions, explanations, or shared assumptions made by individual authors.

Mathematical modelling is seen as a creative process to interpret the results and

make changes to the model in order to define, control, or optimize the situation to

make the real-life situation meaningful. Mathematical modelling can be

implemented in any course and the nature of this implementation can vary

depending on the learning goals. It is fix into a subject-centered course, modelling

problems provide opportunities for students to develop mathematical approaches

that apply tools from that course to problems that matter to the students. They can

also form the basis of a stand-alone course in modelling, which could reinforce

mathematical concepts from current or previous courses.

Mathematical Modelling: Implications for Teaching

 Mathematical Modelling, whether as a discipline in Engineering Courses

and Economics, among others, or as a proposal for integrating mathematics with

reality for primary and middle grade students has become one of the

methodological processes used in school education.

Mathematical Modelling, like teaching methodology and learning, it

starts with a theme/subject and then develops questions about it. These questions

should be answered by using mathematical tools and existing research on the

theme. In a way, of course, it is highly pleasing to investigate a subject that can

help students acquire a significant amount of mathematical knowledge, or to

develop knowledge on the theme being studied. In addition, modelling education

is a teaching and research method that uses the essence of Modelling. The

application of the method is expected to provide the student with: integration of

mathematics with other areas of knowledge; interest in the application of

mathematics; improvement in grasping mathematical concepts; incentive for

creativity in the formulation and resolution of problems; ability to use of

machines (graphic calculators and computers); capacity to act in a group;

orientation in doing research and capacity for reporting research (Biembengut

and Hein). Modelling Education is guided by the teaching of the program

content, starting from applied mathematical models and then moving into several

areas of knowledge.

Modelling Education as a method of teaching mathematics aims at

providing the student with a better apprehension of mathematical concepts;

training him/her to read, to interpret, to formulate and to solve specific situation-

problems, as well as to awaken his critical and creative senses. To apply it in

teaching, the teacher chooses a theme/subject of any area of knowledge that can

be of interest to students (according to the content of the program), and designs a

mathematical model, adapting it to teaching.

The Effects of Mathematical Modelling on student’s

If mathematics is to be taught as a language of communications, the

learners need to be provided with directions on how to relate behaviors of

variables of a given scenario with properties of specific functions. Students’

familiarity with functions properties are important initial steps toward mastering

modelling competencies but their skills to relate identified contexts principles

with a corresponding function properties are anticipated to benefit the learner

even more. Mathematical Modelling generate positive learning effects when

compared to traditional teaching methods and modelling are less significant in

everyday school life in many countries. Mathematical modelling helps to develop

students’ modelling competencies.

Mathematical modelling focuses the learners on learning mathematics so

as to develop competency in applying mathematics and building mathematical

models for areas and purposes that are basically extra-mathematical. Developing

such competencies requires putting explicitly MM activities on the agenda of

teaching and learning of mathematics. Research (Nish et al., 2007) shows that

there is no automatic transfer of learned mathematics concepts to being able to

apply them in real-life situations. MM activities possessing exploratory character

are to help students make the transfer more adaptable to their experiences. The

content for exercising modelling depends on the schooling level.

As modelling is to promote better understanding of all involved subjects,

not only its mathematical part, teachers need to be prepared to help students

clarify a real problem, generate and select variables, setup conditions

appropriately and confidently and promote positive affective contexts about

mathematics and the problem domain. Knowledge of sciences as well as of other

academia is required to be possessed by mathematics teachers to successfully lead

students through the process of identifying set principles.

Mathematical Modelling in Foreign Countries:

a) Germany (Modelling Cycle)

The entire modelling process is often represented as a cycle. The

following is an easy example of outlining the modelling cycle. In order to

calculate the volume of sand in a container, the problem must first be simplified

by, for instance, assuming the sand is evenly distributed in the container, with the

fill level roughly matching the loading sill. The material thickness of the container

also need not be included, thus allowing the outer and the inner dimensions of the

container to be equal. It is also reasonable to assume that the container has no

bumps or other irregularities. Using this model, the respective calculations will

provide a mathematical solution. This solution can be interpreted as the volume of

the sand.
 Single mathematizing, If only one step is used to transfer a real-life

problem to a model, this model of a modelling cycle is called single

mathematizing. In particular, the representation of the generally accepted model

by Schupp (1988) is as clear as concrete. In one dimension, it divides

mathematics and reality, which is common for models of mathematical modelling,

while in the other dimension, the problem and solution are equally distinguished.

Complex mathematizing, A newer model by Blum and Leiß (2005) and

adapted by Borromeo Ferri (2006), was developed from a cognitive aspect.

Blum’s original model from 1985 was extended by the addition of a situation

model, which showed more detail in considering how a mathematical model is

generated. The role of the individual creating the model was also described in a

more detailed way. The situation model outlined the individual’s mental

representation of the situation.

b) Singapore ( Model Method)

This methodology was created by a Singaporean teacher called Hector

Chee. Due to its practicality, the method was soon taught in all schools,

starting from Primary One. This new method presented a challenge to parents

who might have been taught using algebra or other math methods. As a result,

many could not help their children to develop the right math model techniques

for the different kinds of math problem sums. In the math model method,

there are basically 2 concepts that form the foundation for all further

iterations.
 The part whole concept, In this concept, the child starts with

understanding the relationship between parts. Once understood, they can

represent these relationships using rectangular blocks to model math

questions.

The change concept, the change concept helps children to understand the

concepts of adding and subtracting. We start the math model by using realistic

objects.

Importance of Mathematical Modelling in Teaching Mathematics

The language of universe is mathematics. Without it to understand how

the nature behaves is almost impossible. Especially in mathematics education

understanding mathematics thoroughly is a must. Today, in education

departments, mathematics courses such as calculus, linear algebra and

trigonometry are taught by mathematicians. Therefore, in their classroom

teaching, there are few or no applications of the concepts to real-world problems.

Most of the times, students do not know whether the concepts or rules taught in

these courses will be used extensively in their majors or not. The real-life

application of mathematics will be appreciated by students when mathematical

modelling of real world problems is tackled. The author of this paper believes that

unless math is applied to real life problems it will not be completely appreciated

by student. Students would like to see a solid application of the concepts to

physical world, rather than having an abstract concept.

Immersing in Math Modelling to Empower 21st Century Learning

 The real-world context of the mathematical modelling is a great idea.

Students have an opportunity to engage fully in the modelling process and teacher

knowledge and attitudes on mathematical modelling are important to improve the

learning skills of learners.

Mathematical modelling helped students to become a better critical

thinkers and creative problem solvers. The ability to collaborate and make

decisions on what is best has definitely help students to take up mathematical

modelling as a way of thinking about solving math problems. Teachers tended to

regard mathematics as open and creative and believed that students should have

an active role in the learning process., but they don’t believed that mathematics

was best learned by following teachers instruction and/or doing what is deemed

practical. Creative nature is promising because teachers have the belief that

students should learn through their initiatives complements and guarantees the

success of enacting mathematical modelling.

CHAPTER III
Methodology

This chapter shows the methods of the researchers that will use to obtain

the objectives of the study. It tackles the research design, sampling technique,

research local, description of participants, instrumentation of production

materials, data gathering procedure, data analysis.

Research Design

The researchers will choose the descriptive research design because it suits

the research well since we are investigating the use of mathematical modelling in

teaching 21st century learners. According to Devin Kowalczyk (Study.com),

descriptive research is a study designed to depict the participants in an accurate

way. More simply put, descriptive research is all about describing people who

take part in the study. Descriptive research design is a scientific method which

involves observing and describing the behaviour of a subject without influencing

it in any way. Descriptive research is the method that we have chosen since we

will analyse and evaluate the behaviour of a person if he/she has an experience in

teaching mathematical modelling. The knowledge and perception of the

respondents will be assessed properly using descriptive research. The research

design fits our best interest and expected responses to our study. Accurate

conclusions will be achieved through our chosen research design.

Sampling Technique

The target population of the study are the teachers in the Cavite State

University-CCAT Campus. As for the type of sampling that will be used, the

researchers will be using simple random sampling technique as for the goal to

study the teaching of Mathematics Modelling. Simple random sampling technique

is the basic sampling technique where we select a group of subjects (a sample) for

study from a larger group (a population). Each individual is chosen entirely by

chance and each member of the population has an equal chance of being included

in the sample. Every possible sample of a given size has the same chance of

selection (Valerie J. Easton and John H. McColl's Statistics Glossary v1.1). Since

it is generally impossible to study an entire population (every individual in a

country, all college students, every geographic area, etc.), researchers typically

rely on sampling to acquire a section of the population to perform an experiment

or observational study. It is important that the group selected be representative of

the population, and not biased in a systematic manner (Valerie J. Easton and John

H. McColl's Statistics Glossary v1.1). We will use the simple random sampling

technique to critically assess and evaluate the knowledge and perception of a

prospected interviewee for us to be able to gain our desired result for our research.

Furthermore, simple random sampling technique will help us to develop an

effective outcome and prior knowledge.

Research Locale

The study will be conducted at Cavite State University-CCAT Campus at

Tejeros Convention, Rosario Cavite A.Y. 2019-2020, the respondents were the

teachers of the said school. The respondents will be interviewed at any

comfortable place inside the campus and desired time and date that the

respondents will choose to. This study aimed to study the challenges and personal

experiences of the respondents during and after teaching mathematical modelling.

The researches chose the place of research because it will give the needed

information for the teachers who teach mathematics with modelling.

Participants of the Study

The researchers selected education teachers as their respondents,

regardless of the age and year level they are teaching. The selected respondents

were all education teachers of the said university and have an experience in

teaching during their school year.

Research Instrument

The researchers will conduct a face-to-face interview that would be base

in the statement of the problem and objectives of the study. Data were gathered

using questionnaires and supplemented by personal interviews. Interview is a

conversation for gathering information which involves an interviewer, who

coordinates the process of the conversation and asks questions, and an

interviewee, who responds to those questions. It is a two way communication

between interviewer and interviewee, wherein the former seeks information, by

way of questions and the latter provides the same, through his/her verbal

responses. However, the information flows in both directions. Interviews can be

conducted face-to-face or over the telephone. The internet is also emerging as a

tool for interviewing (M. Easwaramoorthy & Fataneh Zarinpoush, Imagine

Canada). Interview refers to a formal, in-depth conversation between two or more

persons, wherein exchanges of information take place, and it is an effective tool

for selection.

Data Gathering Procedure

 For this research, the researchers will be using two sources of data:

conducting an interview to collect all the necessary data as a primary source and

acquiring additional information through books and internet sources as a

secondary source of data. The researchers of this study will be responsible in

collecting and recording all the data that will be gathered with the consent of each

participant. All of the data and information that will obtain will be used in

academic purposes only. The researchers will analyze the answers of each

respondents and will double check every source in precise manner. The collected

data will be assessed and verified by the research adviser to ensure that all the

acquired data are correct and suitable for the study.

Data Analysis

In our investigation, the analysts will lead a meeting to further analyse the

essential information. The optional information is secondary data that will come

from books, thesis and other verified web sources. The analysts in this

investigation will be dependable in the gathering of every piece of information

that will be accumulated and the analysts therefore will break down the

appropriate responses of the respondents and will check everything securely about

sources.

Interview Guide Questions:

 Are you familiar or and practicing modelling in teaching mathematics?

 How do you teach Mathematics?

 What are the methods & techniques you use in teaching Math?
  Are you still using traditional approach or trying to practice new way in

delivering/ modelling your lessons?

 How might modelling affect your student's interest toward learning

Mathematics?

DEMOGRAPIC PROFILE

Name (optional): Age:

School: Sex:

Position:

I. Instructions: Provide answers to the

1. What are the methods and techniques you use in teaching Math?

o Step by step procedure

o Illustrating the problem

o Uses graphs, tables and figures

o Giving more examples

o Relates to real-life situations

o Deductive method of teaching

 o Inductive method of teaching

o Specified others

2. What are the roles of modeling in teaching Mathematics to the learning of

the students?

o Mathematics become more meaningful to the students.

o It is a creative process to interpret the results in order to define, control or

optimize to make real-life situation meaningful.

o Provide opportunities for students to develop mathematical approaches

o Specified others