Tertiary Student Experiences Connecting Context and Mathematics While Mathematically Modelling
Files
Date
Authors
Supervisor
Item type
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Connecting mathematics and contexts is fundamental when mathematically modelling. However, connecting mathematics and contexts appears unfamiliar for mathematics students. To inform teaching practices, this study looked at: What are the student experiences for connecting mathematics and contexts while participating in mathematical modelling? Tertiary student mathematical modelling experiences with modelling activities from three different New Zealand university modelling courses were looked at. Data was collected through semi-structured interviews with the students. Reflective thematic analysis was used to identify themes in students’ experiences. The results showed connecting mathematics and contexts was: new for students; can make mathematics more relatable; a different experience for different students depending on their backgrounds.