Tracing Primary 6 Students' Model Development within the Mathematical Modelling Process
This study focused on how three groups of Primary 6 students manage a mathematical modelling task situated in a problem-based setting. This perspective saw mathematical modelling as a problem-solving activity. A macro level analysis of the students' modelling endeavour was carried out to construct and trace the students' model development with respect to their conceptual representations and mathematical relations. The results suggest that the models the students had developed were based on recognizing the structure between the quantities and variables in relation to the context. The models were tested and revised towards better or newer models with the aim of attaining the best solution model. The modelling process also revealed the students' mathematical and personal knowledge employed to facilitate their solution.
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