Mathematical Modeling Competencies: Interventions, Instructional Strategies, and Qualitative Insights
Keywords:
mathematical modelling, interventions, instructional strategies, subgroup analysis, qualitative analysisAbstract
This study investigates the impact of interventions on students' mathematical modeling competencies, instructional strategies' effectiveness, subgroup responses, and qualitative insights from model-eliciting activities. The interventions resulted in significant improvements in students' problem-solving abilities, mathematical reasoning skills, and communication proficiency. Various instructional strategies, including problem-based learning and collaborative group work, effectively enhanced students' understanding of mathematical modelling concepts. Subgroup analysis revealed that students with prior experience in modelling activities exhibited more substantial gains, emphasizing the importance of early exposure to modelling skills. Qualitative analysis of model-eliciting activities highlighted themes such as creativity, strategic thinking, and clarity in communication as key factors contributing to students' success in mathematical modelling tasks. These findings provide valuable insights for educators to design targeted interventions and diverse instructional approaches that cater to students' diverse learning needs and foster deeper engagement with mathematical content.
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