Model-eliciting Activities Research Articles

Mathematical problem-solving abilities and reflective thinking abilities: The impact of the influence of eliciting activities models

This study aims to determine the effect of the Model Eliciting Activities (MEAs) learning model to the mathematical problem-solving abilities and the mathematical reflective thinking skills. This research is a type of Quasi Experimental Design research. Data collection techniques in this study in the form of documentation and tests at the public school in Bandar Lampung with 30 students of experiment classes and 30 students of control classes. Data analysis techniques used are the normality and homogeneity test. Testing hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the result of this study, the calculation of the MANOVA test, it was concluded that there was an influence of the Model Eliciting Activities (MEAs) to the mathematical problem-solving abilities and the mathematical reflective thinking skills. The application of the Model Eliciting Activities to the mathematical problem-solving abilities and the mathematical reflective thinking skills has a relatively high level of effectiveness.

An engineering economy concept inventory

There has been considerable recent emphasis on valid assessment of learning in engineering education. When new teaching pedagogies are introduced, it can be very challenging to demonstrate increases in learning of course concepts. While there are a number of accepted concept inventories available for some engineering topics (statics and dynamics, heat and energy, signals and systems, and statistics), reliable and valid tools for assessing learning are not readily available for many curriculum areas, including engineering economy. This paper discusses the reliability and validity of the Engineering Economy Concept Inventory (EECI) that can be used to assess learning in any introductory engineering economy course. Development of the EECI began in 2009 for use in assessing the effectiveness of model-eliciting activities in the classroom and has since been revised and reformulated a number of times. In the fall of 2018, the EECI was administered at multiple institutions for further evaluation of its validity and results from these groups of students are presented. The paper concludes with remarks regarding the reliability and validity of the instrument and recommendations for its use as a tool to assess knowledge in engineering economy.

Investigation of mathematical collective creativity of gifted middle school students during model-eliciting activities: the case of the quilt problem

ABSTRACT This study aimed to examine the collective mathematical creativity of gifted middle school students within a group through model-eliciting activities. The current study employed the case study design. The participating four gifted students were selected through the purposive sampling technique. To examine the collective creativity of the students as a group, model-eliciting activities were administered to a focus group in which four students worked together. One of these activities was subjected to a detailed descriptive analysis. The collective mathematical creativity of the students demonstrated in the course of model eliciting, the solutions produced by the students and their opinions about them (fluency), the variation in the solutions (flexibility), the interconnected construction of the students’ ideas during the solution process (associative hierarchies), and the relationships constructed by the students throughout the whole problem-solving process (building mathematical relationships) were investigated. The creativity of the collective products generated by the students was explained in relation to the dimensions of the accuracy of the models, as well as their generalizability, the solutions’ quality and originality. The model-eliciting activity was examined it in detail by means of the descriptive analysis method.

Mathematical Representation Ability of Middle School Students through Model Eliciting Activities with STAD Type

The ability of mathematical representation is one of the abilities that must be possessed by students in learning mathematics. In fact, students 'mathematical representation ability is still relatively low, so we need a learning model that can improve students' mathematical representation abilities, namely Model Eliciting Activities (MEA) with STAD type. The purpose of this study is to compare the mathematical representation ability of students taught using MEA with STAD type and those taught with conventional learning. The approach to be used is a quantitative approach with a quasi-experimental research method and using a control group pretest-posttest design. The population in this study were all VII grade students. Sampling was done using simple random sampling, which consisted of two classes, class VII1 as the experimental class and class VII2 as the control class. Data collection is used by using a mathematical representation ability test sheet. The data analysis technique used is independent t-test. Based on these analysis it can be concluded that the mathematical representation ability of students taught using MEA with STAD type is better than conventional learning.

A Comparison of Student Affect after Engaging in a Mathematical Modeling Activity

The study was a comparison of general students of promise affect and mathematical students of promise affect after doing a mathematical modeling activity. Participants’ gender (n=160), in grades 7-8, were nearly equal in number (81 girls & 79 boys). After completing a Model-eliciting Activity (MEA) in groups of three, participants completed the 31-item Chamberlin Affective Instrument for Mathematical Problem Solving, hereafter referred to as CAIMPS (Chamberlin, Moore, & Parks, 2017). Using four subconstructs, it was determined that the only statistically significant difference in student affect among the groups was self-esteem and self-efficacy (SS) with the general students of promise group having a mean of 3.43 and the mathematical students of promise group having a mean of 3.76. Implications are that the difference in SS may have surfaced because of the mathematical demands of the problems that ultimately influenced participants’ ratings. Three subconstructs (Attitude Value Interest [AVI], Anxiety [ANX], and Aspiration [ASP]) may not have realized a statistically significant difference because they were not as contingent upon mathematical content knowledge as was SS. The final implication is that similar affective ratings may be an indication that MEAs are similarly suitable for use with groups containing individuals with varying talents.

Preliminary Research of Model Eliciting Activities learning Based to Improve Junior High School Students’ Mathematical Critical Thinking Ability

Mathematical critical thinking ability of junior high school students in Indonesia is still low. Previous studies indicate that critical thinking ability of junior high school students is ≤ 50%. The inavailability of a helpful learning tool turns out to be the ground of lack of development on the students’ critical thinking ability at junior high schools. This condition is the foundation of conducting development research on learning tool using Model Eliciting Activities (MEAs) to improve the mathematical critical thinking of junior high school students. This research is part of the phases of plomp model development that is the premilinary research. The research is investigation study in which the activities in this introductory research are analyzing prerequisite and context (analysis of curriculum, concept and students) and review of related literature. The data are collected through questionnaires, interviews, documentation, and test of critical thinking ability. The data gained are examined descriptively. The subjects of the study are the students of SMP Negeri 8 Padang Grade VIII and the math teacher. Conclusion of this preliminary research is that it is imperative to develop MEAs based learning tool in math learning to advance critical thinking ability of junior high school students.

Making sense of the average concept through engagement in model-eliciting activities

The modelling approach to teaching and learning mathematics emphasizes the usefulness of mathematics in the real-world. The aim of the current study is to examine whether engagement in modelling activities provides learners an opportunity to expand their knowledge of a specific concept – the average concept. Our data include recordings of four groups of prospective teachers as they worked on two model-eliciting tasks. Their working process was video-recorded and transcribed and their discourse was then analysed via the communicational framework. Specifically, we monitored changes in the participants’ use of the word average. The findings indicate that the participants expanded their use of the word average by shifting from references to arithmetic mean and reasonable values to references to benchmark, weighted value and mid-value.

Model eliciting activities: another tool for the elementary teaching toolbox

Maximizing classroom time to include meaningful content-based learning with fun engaging activities that simultaneously challenge and encourage students is a hallmark of a successful school day. This article shares one instructional approach that does a model eliciting activity (MEA). A MEA is a real-world, problem-based scenario framed around a fictitious client who writes a letter in which the client poses a problem for students to address. Students use the engineering design process to brainstorm, create, and test models, then compose written and oral responses to the client citing evidence to justify their solution. The content of the client letter is created by the classroom teacher and based on the Next Generation Science Standards, the teacher wishes to address. The depth of the content addressed is at the teacher’s discretion and may vary depending on sequence of lessons within the unit of study, developmental readiness of students, and standard(s) selected.

The Development of Mathematics Lesson Equipment Based on Model Eliciting Activities (Meas) Approach to Improve Mathematical Reasoning Skill of Students Class X of Senior High School Padang(Study of Preliminary Analysis)

Mathematical reasoning skill of students from several schools was still not optimal yet. One of ways to solve this problem was by developing mathematics lesson equipment based on Model Eliciting Activities (MEAs) approach. This research was development research, which aimed to produce lesson equipment based on Model Eliciting Activities (MEAs) approach. From results of preliminary analysis, it was found the lesson equipment that was in accordance with students characteristics and used curriculum as well as the order of the content based on the result of concept analysis. This learning equipment wouldhave the role in improving students mathematical reasoning skill.

Students’ mathematical modelling skills with the model eliciting activities (MEAs) approach on material number patterns

This research aims for obtain a description of the student’s mathematical modelling skills after the MEAs approach was applied to the material of number patterns. This type of research is a descriptive research study to the grades VIII.1 of SMPN 56 Palembang with the total number of 27 students. Data collection techniques are carried out with written tests, interivews, dan observation. Test questions is arrenged based on indicator of the skills of mathematical modelling, interviews were conducted as supporting data from test results, while the observation is done to see the approach process in MEAs during the learning. Based on the research result of obtained an information that the mathematical modelling skills to the grades VIII.1 of SMPN 56 Palembang are in good category with an average of 78.29. There are 17 students with a very good categories, 6 students with a good category, 3 students with sufficient categories, and 1 student with poor category. The result of interview showed that students are be able to identify the problems related to the patterns of numbers, but in the process of creating a mathematical model is still a difficult task, because the students do not remember the previous material, in solving the problems and in reinterpreting the mathematical results obtained there are students who are unable to do so. The process on the component apporach MEAs namely component newspaper article, readines or warm-up questions, the data tabel or mathematical information, and problem statment stimulate students’ mathematical modelling skills.

Mathematical modeling learning design using Model-Eliciting Activities (MEAs) approach to two variable linear equation system material

This study aims to produce a trajectory of mathematics modeling learning with the context of Malnutrition in Indonesia using Model-Eliciting Activities (MEAs) approach in the of two-variable linear equation system material. In mathematics modeling classes, students learn to solve real problems using mathematical procedures and concepts. The method used is a study validation type research design that aims to prove learning theories. This research design consists of three stages; preliminary design, teaching experimentation, and retrospective analysis. The subjects of the study are Grade VII students of Public JHS 21 Palembang. Data collection techniques used are video recording, interviews, and documentation. Data were analyzed by comparing Hypothetical Learning Trajectory (HLT) and what happened during the learning process. This research produces a learning path of mathematical modeling using Model-Eliciting Activities (MEAs) approach with the context of Malnutrition in Indonesia in the two-variable linear equation system material. The results of this study indicate that through a series of mathematical modeling activities using Model-Eliciting Activities (MEAs) approach can help students in understanding two-variable linear equation system material.

Shifting of perfective metacognitive activities in solve math problems

This study aims to describe the shift in the perfective metacognitive activities of students in solving mathematical problems. The subjects in this study were students who experienced a shift in the perfective metacognitive activities of students in solving mathematical problems. This research is a qualitative research with a descriptive exploratory approach. The instrument used was a mathematical problem solving task type MEA (Model Eliciting Activities), interview guidelines, and questionnaires. Data collection procedures in this study consisted of five stages. In the first stage, the researcher asks each student to solve the problem given while thinking alouds. The second stage, students are asked to solve the same problem as a group while discussing with two other students, then researchers observe and listen to the results of think alouds as well as the results of conversations during group discussions from a computer screen. The third step is giving the questionnaire. The fourth stage is task-based interviews to explore information that needs to be confirmed from the results of think alouds and questionnaires. Next to the fifth stage, researchers analyzed data from student work outcomes, think alouds, questionnaires, recorded conversations of students during discussions, and interviews. Based on the results of the study, there were students who experienced a shift in perfective metacognitive activity in solving mathematical problems.

Development of Learning Devices Based on Model Eliciting Activities to Improve Students Problem Solving Ability and Mathematical Disposition

This study aims to: 1) To analyze the improvement of problem solving abilities and mathematical disposition of students who learn to use learning devices developed with eliciting activities models 2) To analyze the validity of learning devices developed with eliciting activities models 3) To analyze the practicality of learning devices developed with the modeleliciting activities 4) students to analyze the effectiveness of learning devicesdeveloped with the modeleliciting activities. The subjects in this study were class X students of SMK Negeri 2 Medan in the academic year 2019/2020 with a total of 30 students. The results showed that: 1. Increased students 'mathematical problem solving abilities can be seen from the calculation of N-Gain tests of students' mathematical problem solving abilities in the first try was 0.220 increased to 0.488 in the second tryout and increased to 0.546 at disseminated stage. 2. Improvement of students' mathematical disposition can be seen in each of the indicators of mathematical disposition, namely: indicator 1 (confident in using mathematics) the average score in the first try was 76.81 increased to 81.11 in the second try and disseminated stage increased to 90.28, indicator 2 (flexible in mathematics) the average score in trial I was 74.31 increased to 80.69 in trial II and tdisseminated stage increased to 87.64, indicator 3 (persistent and resilient in doing mathematical tasks) the average score on the first try was 76.50 increased to 80.50 in the second trial and disseminated stage increased to 83.00, indicator 4 (have a curiosity in mathematics) on average score in trial I was 81.11 increased to 82.50 in trial II and disseminated stage increased to 83.33, indicator 5 (reflecting on the way of thinking) the average score in trial I was 73.75 increased to 74.17 pad a trial II and disseminated stage increased to 85.21, indicator 6 (appreciate the application of mathematics) the average score in trial I was 73.33 increased to 90.63 in trial II and disseminated stage increased to 94.17, indicator 7 (appreciating the role of mathematics / opinions about mathematics) the average score in trial I was 81.62 increased to 85.42 in trial II and the disseminated stage increased to 91.25. Keywords : develoment of learning devices, Dick & Carry models, model eliciting activities (MEAs), mathematical problem solving abilitiy, mathematical disposition. DOI : 10.7176/JEP/11-2-15 Publication date: January 31 st 2020

The impact of modeling-eliciting activities on high school student design performance

Modeling allows students to become more effective designers. High school technology and engineering students engage in engineering design challenges as part of traditional instructional practices. Model-eliciting activities (MEA) present students with opportunities to elicit mathematical thinking that facilitates modeling. Students (n = 266) from four high schools completed a MEA and design challenge procedure. The research design utilized a quasi-experimental method, post-test only, with homogenous matching comparison groups based on possible confounding variables. A rubric was used to measure student design performance. Students in the comparison group (n = 124) completed a traditional design challenge and were assessed on their design performance. Students in the treatment group (n = 142) completed a MEA, a traditional design challenge and were assessed on their design performance. An analysis of covariance (ANCOVA) was used in order to discover if the difference in average design challenge rubric score from comparison group (42.56) to the treatment group (45.18) was statistically significant. A one-way multiple analysis of covariance (MANCOVA) was used to indicate if the differences in student average scores in each rubric category were significant. The ANCOVA did not reveal evidence supporting the research question with regard to overall design performance. The Pillai’s Trace MANCOVA test results were significant. Four design rubric categories were found to be significantly different: Criteria, Proposal, Test/Evaluate, and Communicate. The findings in this study suggest that MEAs significantly support design-based classroom activities. While overall student design performance was reported to show no significant increase, aspects of design displayed significant improvement. Technology and engineering teachers should examine MEAs as potential curriculum enhancements in their design-based classrooms.

Effect of Model-Eliciting Activities (MEAs) Approach on Students' Mathematical Communication Skills

Abstract
 This study aims to determine the effect of the Model-Eliciting Activities (MEAs) approach towards the students’ mathematical communication skills. This research is a quasi-experimental study by the nonequivalent posttest-only control group design. This research population was the eighth-grade students in SMP Negeri 2 Sungai Penuh that consisted of seven groups. The sample in this study consisted of two groups, namely VIII C as an experimental group and VIII D as a control group selected by cluster random sampling technique. In the experimental group, the MEAs approach was done while the control group was done with conventional learning. The research instrument used to measure students’ mathematical communication skills was a subjective test. The data were analyzed using the independent t-test. The results of data analysis showed that there is an effect of MEAs approach towards the students’ mathematical communication skills.
 Keywords: Model-Eliciting Activities (MEAs) Approach, Mathematical Communication Skills

Engaging Preservice Secondary Mathematics Teachers in Authentic Mathematical Modeling: Deriving Ampere's Law

Incorporating modeling activities into classroom instruction requires flexibility with pedagogical content knowledge and the ability to understand and interpret students' thinking, skills that teachers often develop through experience. One way to support preservice mathematics teachers' (PSMTs) proficiency with mathematical modeling is by incorporating modeling tasks into mathematics pedagogy courses, allowing PSMTs to engage with mathematical modeling as students and as future teachers. Eight PSMTs participated in a model-eliciting activity (MEA) in which they were asked to develop a model that describes the strength of the magnetic field generated by a solenoid. By engaging in mathematical modeling as students, these PSMTs became aware of their own proficiency with and understanding of mathematical modeling. By engaging in mathematical modeling as future teachers, these PSMTs were able to articulate the importance of incorporating MEAs into their own instruction.

Multiple Levels of Metacognition: Circumstances Interfering with Students’ Spontaneous Metacognitive Activities

A theoretical model of metacognition in complex modeling activities has been developed based on existing frameworks, by synthesizing the reconceptualization of metacognition at multiple levels by looking at the three sources that trigger metacognition. Using the theoretical model as a framework, this multiple-case study explores students’ spontaneous metacognitive activities while they collaboratively solve complex mathematical modeling tasks. This study used a series of model-eliciting activities—a type of problem-solving activity in which participants are required to verbalize their thoughts while working within a group—as an authentic method for analyzing verbal metacognitive actions. This study identified the circumstances facilitating or interfering with students’ spontaneous metacognitive activities. The findings of the study enrich our understanding of how to design metacognitive learning environments. The current study has the potential to guide teachers, teacher educators, and curriculum developers to create circumstances that support students’ spontaneous development of metacognitive abilities. It also has the potential to guide the development of effective instructional methods to integrate these circumstances into existing curricula.

Dancing on ice: mathematics of blade tracings

The art of ice dancing offers many possibilities for mathematical modelling. In this article, we present an artistic model-eliciting activity (MEA) based on skates’ blade trajectories formed by skaters’ bodily movements which uses mathematical content from algebra and geometry. We conducted the MEA in an undergraduate mathematics problem solving course for pre-service middle school teachers. The students’ models included two-dimensional choreographic drawings of envisioned skaters’ three-dimensional movements on the ice, and quantitative analyses of these drawings. Pre-service middle school teachers’ successes and challenges are discussed in relation to their working on a real-life, open-ended, artistic and mathematical problem.

THE ROLE OF MODEL-ELICITING ACTIVITIES ON STUDENT’S MATHEMATICAL REASONING AND SELF REGULATED LEARNING

The study aims to analyze the role of model-eliciting activities on students’ mathematical reasoning ability and self regulated learning. This study was conducted using a pretest-post test experiment control group design. The study involved 72 eighth grade students. Instruments used were mathematical reasoning ability test, and a mathematical self regulated learning questionnaire. The study found that students who got treatment on model-eliciting activities had better grades on mathematical reasoning ability and self regulated learning than that of students taught by conventional teaching, though the students’ mathematical reasoning ability grades were at medium level and the grades of self regulated learning were at fairly good level. Students expressed positive response on Mathematics Model-eliciting Activities, even though student still realized difficulties in solving mathematical reasoning task. So we conclude that students reasoning abilities and their self-regulated learning tend to increase through model-eliciting activities

Model-Eliciting Activities: Engaging students to make sense of the world

Model-Eliciting Activities (MEAs) demand students to construct, test and revise mathematical modelling during the learning process. In MEAs, students are provided open-ended questions using real life contexts. Six principles that are essential in the activity include Personal Meaningfulness, Model Construction, Self Evaluation, Model Documentation, Effective Prototype, as well as Model Share-ability and Reusability. This literature study describes briefly how MEAs are able to engage students developing connection between mathematics and the world. It is indicated that the contexts might assist students in making sense of mathematics and build relation with real life problems. An example is given to illustrate the Model-Eliciting Activities using a topic in Trigonometry.