Author Information
Lamyae Rouissa, Mohammed V University of Rabat, MoroccoMohamed Oudrhiri-idrissi, Mohammed V University of Rabat, Morocco
Abstract
Our research aims to identify the cognitive challenges and difficulties encountered by students when solving mathematical modelling problems. We analyze their processes using an analytical grid and an algorithmic map of anticipated difficulties, developed within a theoretical framework drawing on the work of Blum & Leiβ(2007),Cheng(2001) and Niss (2010).This framework explores the dimensions of translation, representation and mathematical model. We build on Stillman et al.'s(2007) modelling cycle, structured in five phases, and incorporate the two levels of anticipation defined by Niss(2010). To test our framework, we propose two types of problem: a mathematical application problem, corresponding to level 1 according to the typology of Burgermeister and Dorier(2013), and a mathematical modelling problem, representing level 3 of the same typology. These problems were proposed to a sample of 300 secondary school students. The analysis combines a quantitative approach, using (PCA) with SPSS, and a qualitative analysis based on our theoretical framework. The initial results reveal that students encounter difficulties at both levels of anticipation, as well as in the first and fifth phases of the modeling process. These difficulties, absent in standard mathematical application problems due to the absence of the full modelling cycle in the latter, highlight the complexity of modelling activities and underline the need to address them seriously in the curriculum. These findings allow us to make recommendations for effectively integrating modelling into mathematics education. We also plan to devise appropriate teaching strategies to strengthen modelling skills and better prepare students for real-life challenges.
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