Developing teachers' models for assessing students' competence in mathematical modelling through lesson study

Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage problems that arise in various stages of the modelling process. However, teachers’ difficulties in assessing student modelling work are a challenge to be considered when implementing modelling in the classroom. Thus, the purpose of this study was to investigate how teachers’ knowledge on generating assessment criteria for assessing student competence in mathematical modelling evolved through a professional development programme, which is based on a lesson study approach and modelling perspective. The data was collected with four teachers from two public high schools over a five-month period. The professional development programme included a cyclical process, with each cycle consisting of an introductory meeting, the implementation of a model-eliciting activity with students, and a follow-up meeting. The results showed that the professional development programme contributed to teachers’ knowledge for generating assessment criteria on the products, and the observable actions that affect the modelling cycle.     

Promoting interdisciplinarity through mathematical modelling

This article presents one approach to addressing the important issue of interdisciplinarity in the primary school mathematics curriculum, namely, through realistic mathematical modelling problems. Such problems draw upon other disciplines for their contexts and data. The article initially considers the nature of modelling with complex systems and discusses how such experiences differ from existing problem-solving activities in the primary mathematics curriculum. Principles for designing interdisciplinary modelling problems are then addressed, with reference to two mathematical modelling problems—one based in the scientific domain and the other in the literary domain. Examples of the models children have created in solving these problems follow. A reflection on the differences in the diversity and sophistication of these models raises issues regarding the design of interdisciplinary modelling problems. The article concludes with suggested opportunities for generating multidisciplinary projects within the regular mathematics curriculum.     

Teaching mathematical modelling through project work

The paper presents and analyses experiences from developing and running an inservice course in project work and mathematical modelling for mathematics teachers in the Danish gymnasium, e.g. upper secondary level, grade 10~12. The course objective is to support the teachers to develop, try out in their own classes, evaluate and report a project based problem oriented course in mathematical modelling. The in-service course runs over one semester and includes three seminars of 3, 1 and 2 days. Experiences show that the course objectives in general are fulfilled and that the course projects are reported in manners suitable for internet publication for colleagues. The reports and the related discussions reveal interesting dilemmas concerning the teaching of mathematical modelling and how to cope with these through «setting the scene» for the students modelling projects and through dialogues supporting and challenging the students during their work. This is illustrated and analysed on the basis of two course projects.     

Introducing mathematical modelling to undergraduates

Some motivation for, and thoughts behind, the development of a course in mathematical modelling are described. The structure of the course and some of the problems of teaching and assessment are reviewed. The course has the characteristics that it is introductory and discipline‐independent.     

Mathematics and engineering in real life through mathematical competitions

We bring out an experience of organizing mathematical competitions that can be used as a medium to motivate the student and teacher minds in new directions of thinking. This can contribute to fostering research, innovation and provide a hands-on experience of mathematical concepts with the real world. Mathematical competitions can be used to build curiosity and give an understanding of mathematical applications in real life. Participation in the competition has been classified under four broad categories. Student can showcase their findings in various forms of expression like model, poster, soft presentation, animation, live performance, art and poetry. The basic focus of the competition is on using open source computation tools and modern technology, to emphasize the relationship of mathematical concepts with engineering applications in real life.     

Aspects of mathematical modelling related to optimization

Many practical optimization problems involved mathematical models of complex real-world phenomena. This paper discusses some aspects of modelling that influence the performance of optimization methods. Information and advice are given concerning the construction of smooth models, the transformation of an optimization problem from one category to another, scaling, formulation of constraints, and techniques for special types of models.     

Rival approaches to mathematical modelling in immunology

In order to formulate quantitatively correct mathematical models of the immune system, one requires an understanding of immune processes and familiarity with a range of mathematical techniques. Selection of an appropriate model requires a number of decisions to be made, including a choice of the modelling objectives, strategies and techniques and the types of model considered as candidate models. The authors adopt a multidisciplinary perspective.     

Dimensional analysis: an elegant technique for facilitating the teaching of mathematical modelling

Dimension analysis is promoted as a technique that promotes better understanding of the role of units and dimensions in mathematical modelling problems. The authors' student base consists of undergraduate students from the Science and Engineering Faculties who generally have one or two semesters of calculus and some linear algebra as part of their curriculum. Because of ‘In Service Training’ which is an integral part of their education, they have a reasonable understanding of the link between theory and practice in their particular industry, but manipulating mathematical formulae is not necessarily a strong point. Dimensional analysis involves both dimensionless products and linear algebra and, because of the latter, this branch of mathematical modelling was, until recently, beyond the reach of most undergraduates. However, it has been found that the skills of a good technologist can be blended with the use of computer algebra systems to successfully teach dimensional analysis to these undergraduates. This note illustrates the concept of dimensional analysis by examining the simple pendulum problem and shows how dimensionless products can lead to the discovery of the connection between the period of the pendulum swing and its length. Dimensional analysis is shown to lead to interesting systems of linear equations to solve, and can point the way to more quantitative analysis, and two student problems are discussed. It is the authors' experience that dimensional analysis broadens a student's viewpoint to include units and dimensions as an integral part of any physical problem. With this approach coupled with a computer algebra systems such as DERIVE, students can concentrate on understanding the model and the modelling process rather than the solution technique. Finally, it has been observed that students find dimensional analysis fun to do.     

Continuum approach to mathematical modelling of multispecies biofilms

The work presents a contribution to the mathematical modelling of formation and growth of multispecies biofilms in the framework of continuum approach, without claiming to be complete. Mathematical models for biofilms often lead to consider free boundary value problems for nonlinear PDEs. The emphasis is on the qualitative analysis, uniqueness and existence of solutions and their main properties. Biofilm life is a complex biological process formed by several phases from the formation, development of colonies, attachment and detachment of microbial mass from (to) biofilm to (from) bulk liquid. Most of these processes are modelled and discussed. Moreover, some problems of interest for engineering and biological applications are considered. Indeed, we discuss the free boundary value problem related to biofilm reactors extensively used in wastewater treatment, and the invasion of new species into an already constituted biofilm with the successive colonizations. The main mathematical methodology used is the method of characteristics. The original differential problem is converted to integral equations. Then, the fixed point theorem is applied.     

Approximate mathematical modelling of motions

This paper discusses different approaches to constructing approximate mathematical models. __________ Translated from Fundamentalnaya i Prikladnaya Matematika, Vol. 11, No. 7, pp. 5–9, 2005.     

Methodological conceptualization of mathematical modelling

The experience of the author and colleges, as mathematicians working in interdisciplinary groups, have shown the necessity to make the process of mathematical modelling more precise and to establish its different phases. In this way, the specific role of the mathematician in working teams can be better understood by the other members of the team and his or her specific capabilities can be used more efficiently. The proposed structuration of the mathematical modelling process is resumed in a following diagram, especially when computational schemes are the desired result (see Figure 1).

The discussion tends to delineate a concept of modelling from a standpoint where the difference between mathematics as a language and mathematics as a science, having its own dynamic and semantics, plays a fundamental role.     

Teachers' ways of listening and responding to students' emerging mathematical models

In this paper, I present the results of a case study of the practices of four experienced secondary teachers as they engaged their students in the initial development of mathematical models for exponential growth. The study focuses on two related aspects of their practices: (a) when, how and to what extent they saw and interpreted students' ways of thinking about exponential functions and (b) how they responded to the students' thinking in their classroom practice. Through an analysis of the teachers' actions in the classroom, I describe the teachers' developing knowledge when using modeling tasks with secondary students. The analysis suggests that there is considerable variation in the approaches that teachers take in listening to and responding to students' emerging mathematical models. Having a well-developed schema for how students might approach the task enabled one teacher to press students to express, evaluate, and revise their emerging models of exponential growth. Implications for the knowledge needed to teach mathematics through modeling are discussed.     

A mathematical modelling to extract active ingredients from Oliveria decumbens by supercritical fluid extraction through using ultrasonic process

The experimental feasibility of extracting carvacrol or cymophenol from local and medicinal Oliveria decumbens by supercritical carbon dioxide through using ultrasound waves was investigated in this study. The extraction modelling was carried out in two forms: Internal and external. The internal model was adopted to simulate the concentration distribution of the phytochemicals in the plant particles. In this model, the extracted cell was assumed to be a filled substrate and two mechanisms of molecular permeability and mass transfer had the greatest effect. The comparison of the experimental data obtained from modelling revealed that both the internal and external models are compatible with the experimental data as much as 80%, indicating an acceptable accuracy. Furthermore, the empirical data is completely in line with the model at the final time (40 min), which is the time to reach the equilibrium.     

The contribution of mathematical modelling to the practice of project management

This paper looks at the contribution that mathematical modellinghas made to project management over the past 50 years, and thecontribution it is currently making and can make in the future.Project Management started with well-defined foundations posingprecise, well-defined problems. In its growing phase, modellersplayed an essential role in taking the problems defined by theproject-management world and offering solutions, from the originalPERT, through resource allocation and levelling procedures,Monte Carlo simulation models, criticality analyses and so on.Since then, however, while the project management field itselfhas tried to establish its procedures, keeping to its philosophicalstance, much of the mathematical-modelling world has continuedalong its trajectory, producing ever more complex solutionsto ever more complex models, motivated by mathematical impressivenessrather than the need to solve real-world problems. This paperoutlines much of this work, some of which does find its wayinto project-network software but much of which languishes injournals. However, over the last decade or so, Operational Researchershave begun to build models of projects that are systemic anddynamic and explain many of the behaviours of projects thatconventional decomposition models do not; and at the same time,some of the Project Management world has started to realizethe limitations of its philosophical stance and started lookingto build new theory for modern, complex, dynamic projects. Asthese two trends come together, it is essential that modellersare at the forefront of building this new theory.     

Application of A.I. techniques to formulation in mathematical modelling

The International Conference on the Teaching of Mathematical Modelling held at Exeter University, England in 1983 highlighted the need and necessity for establishing a methodology in mathematical modelling. Central to this aim is the need for a deeper understanding of the cognitive aspects of the formulation stage of the modelling process. This paper describes a major project currently under way at the Polytechnic of the South Bank in London.The project aims to build interpretation models at the object and meta-levels and to refine these models from empirical data gathered from experts. This technique is being developed for commercial expert systems technology and the author believes that this approach will provide valuable insight into the processes involved in formulation.