The Effect of Instruction through Mathematical Modelling on Modelling Skills of Prospective Elementary Mathematics Teachers.

AbstractThe aim of this study was to examine the modelling skills of prospective elementary mathematics teachers who were studying the mathematical modelling method. The research study group was composed of 35 prospective teachers. The exploratory case analysis method was used in the study. The data were obtained via semi-structured interviews and a mathematical modelling test. The phenomenographic method and descriptive analysis were used in analysing the data. As a result of the study, it was determined that there was a significant change in the knowledge, skills, and opinions of prospective teachers on mathematical modelling. Therefore, it was considered that it would be appropriate to feature mathematical modelling in the teaching curriculum in universities' faculties of education for prospective teachers to use in their courses.Key WordsMathematical Modelling, Elementary Mathematics, Prospective Teachers, Modelling Skills.Mathematics is a formal language that enables us to express our abstract thoughts as systematic information (MEB [Ministry of National Education]). The ability to understand and utilise mathematics in daily life gains importance, and such importance is constantly increasing. Although it has such an important place in our lives, students have difficulty in learning mathematics, and both fear and anxiety towards mathematics increase day by day. It is stated by the researchers that the three basic reasons for believing mathematics to be difficult are i) there is no fairytale share in mathematics, ii) to be able to exert mathematical intelligence at any time constitutes a problem (Kart, 1996) and iii) mathematics educators do not sufficiently internalise the concepts that they will teach (Iþýk, 2007).One of the objectives of mathematics instruction is to raise individuals that can generate effective solutions in problem situations; that can efficiently utilise mathematics that they learn in their daily lives; that are aware of the close relationship between mathematics and the real world; and accordingly that enjoy and love mathematics instead of hating it (Doruk, 2010). Therefore, the aim of mathematics instruction is to earn the student the mathematical knowledge and skills required by daily life; teach him/her how to solve problems; and earn him/her a way of thinking that deals with the situations in the scope of the problem solving approach. To be able to transfer what is learned in daily life in this way of thinking is one of the most significant problems (Altun, 2002a).The importance of mathematical modelling, which is defined as the process of overcoming daily life problems (Blum & Feri, 2009) and which basically interprets daily life problems, has increased in recent years. One of the most important reasons for this condition is that researchers in many countries have begun questioning the degree to which the students, who are being raised in their schools, are prepared for solving the daily life problems that they encounter outside school and that they will come across in the upcoming stages of their lives in parallel with the results of international comparative studies such as TIMSS and PISA (English, 2006). In line with this viewpoint, basic knowledge, which is necessary for the entire lives of the individuals, is possible with raising individuals that are comfortable with technology; that can draw interdisciplinary relationships; that have model forming skills; and that can solve problems instead of memorising the operations (Thomas & Hart, 2010). Since mathematical concepts have abstract qualities by their nature, it is important to start with concrete examples and models in order to teach these concepts. Niss (1989) emphasises that mathematical modelling applications increased creative problem solving behaviours, activities and skills among students.The stages in the mathematical modelling process are composed of understanding the problem, choosing the variables, forming the model, solving the problem and implementing the problem into real life. …