Examining students’ mathematical modeling competences in video-based modeling tasks

Abstract

Empirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students’ modeling competencies. This study investigated video-based modeling tasks’ impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students’ modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students’ real-life experiences into the modeling process.