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https://journals.sagepub.com/doi/full/10.1177/2096531120928089
Article Information
Article first published online: June 22, 2020
Received: January 02, 2020; Accepted: April 29, 2020
Author
Yüksel Dede
Gazi University
Veysel Akçakın
Uşak University
Gürcan Kaya
Burdur Mehmet Akif Ersoy University
Abstract
Purpose: The purpose of this study is to explore the mathematical values, mathematics educational values, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives.
Design/Approach/Methods: In this context, the present study is a qualitative research based on document analysis. The data were analyzed using semantic content analysis, and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level.
Findings: Control, mystery, openness mathematical values appeared in all mathematical modeling tasks, and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeling perspectives. Product, exploration, creating, relevance, pleasure, and application mathematics educational values also emerged in all modeling tasks. Educational values of social justice, equity, social welfare, humanity, and altruism were more important in the socio-critical modeling, while the value of individualism was more emphasized in the model eliciting approach.
Originality/Value: By determining mathematical, mathematics educational, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives, an effective and more value-balanced mathematical modeling instruction can be provided.
Keywords
Educational values, mathematical modeling, mathematical modeling tasks, mathematics educational values, mathematical values