Investigating engineering students’ mathematical modelling competency
نویسنده
چکیده
In this article the author presents, illustrates, tests and refines a framework developed by Galbraith, Stillman, Brown and Edwards for identifying student blockages whilst undertaking modelling tasks during transitions in the modelling process [1]. This study investigates engineering students’ modelling processes in one modelling activity. The data include information collected on individual students’ and group written responses to the mathematical modelling activity, video-taped group discussions and classroom observation by the researcher. The data showed that engineering students have difficulty in the transition between different modes of mathematical representation, and the classifications of variables/parameters as known or unknown, implicit or explicit, independent or dependent variables are necessary.
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