Model-eliciting Activities Research Articles

Application of the Model-Eliciting Activities (MEAs) Learning Model on Mathematics Learning Based on higher-order thinking Skills (HOTS)

Application of the Model-Eliciting Activities (MEAs) Learning Model on Mathematics Learning Based on higher-order thinking Skills (HOTS)

Teaching dynamics to enhance critical thinking and knowledge socialization in the mathematics classroom

Building the future of education together means that, as educators, we need to promote innovation and educational strategies in our classroom to foster the development of skills such as critical thinking and argumentation. Moreover, we should encourage using technology as an efficient and effective tool to solve complex problems. Mathematics is a cornerstone in the education of engineering students. However, students’ mathematic classroom experiences have only presented them with a rigid and pure side to the discipline. Active learning strategies foster the development of competencies such as critical thinking and argumentation while generating knowledge socialization and learning democratization. The active learning dynamics were conducted in first-year undergraduate calculus course for engineering and are based on collaborative learning, model-eliciting activities, and the use of technology. Students reported that being actively involved and interacting with classmates and tools made them enjoy the class, broaden their view of mathematics, and connect with contexts from other disciplines. Moreover, these dynamics favor different types of formative assessment for students, self- and peer-assessment, and for teachers about the students learning and the design of the activity. Based on educational research, the design of the dynamics is innovative in the combination of implementations used to potentiate the benefits of a student-centered learning environment and the socialization of knowledge.

Efektivitas Model Eliciting Activitis (Meas) Terhadap Kemampuan Representasi Matematis Siswa MTs

The purpose of this research is to describe and obtain data on the influence of Model-Eliciting Activities (MEAs) on the representational ability of MTs students. This type of research is an experimental study with control and experimental groups by observing the results of pretests and posttests. The research instrument is a mathematical representation ability test. The population of this research consists of all students at MTs Madrasah Miftahul Ulum II Punggur Kecil, with the sample being two eighth-grade classes selected purposively from the seven existing classes. Data analysis was conducted using a two-population mean difference test. The results of the study show that the mathematical representation ability of students who received Model-Eliciting Activities is better than that of students who received conventional teaching. The improvement in the mathematical representation ability of students who received Model-Eliciting Activities in both the upper and lower groups is statistically better than that of students who received conventional teaching.

Mathematical Modeling Self-Efficacy of Middle School and High School Students

Mathematical modeling is a cyclical process involving the competencies of understanding the problem, simplifying, mathematizing, working mathematically, interpreting, and validating. Mathematical modeling self-efficacy beliefs are essential to students’ mathematical modeling performance. This study examined middle and high school students’ mathematical modeling self-efficacy beliefs. The participants consisted of 1091 middle school students and 974 high school students. The data were collected through the “Mathematical Modeling Self-Efficacy Scale [MMSS]”. T-tests and ANOVA test statistics were used to determine the effect of gender, school level, grade level and previous engagement in model-eliciting activities on the mathematical modeling self-efficacy beliefs. The results showed that the mathematical modeling self-efficacy beliefs of middle school students were significantly higher than those of high school students. Furthermore, middle school students’ mathematical modeling self-efficacy beliefs did not differ significantly by gender, while at the high school level there was a significant difference in favor of males. Regarding grade levels, only a statistically significant difference was found between the mathematical modeling self-efficacy beliefs of seventh- and eighth-grade students. Moreover, middle and high school students who had previously engaged in model-eliciting activities had significantly higher mathematical modeling self-efficacy beliefs than those who had not. In the accessible literature, there is no study on the mathematical modeling self-efficacy beliefs of middle and high school students. Therefore, we believe this study’s results will contribute to the literature on mathematical modeling.

Model-Eliciting Activities (MEAs) Approach to Mathematical Problem Solving Ability at MA DDI Alliritengae

Model-Eliciting Activities (MEAs) Approach to Mathematical Problem Solving Ability at MA DDI Alliritengae

APPLICATION OF MODEL-ELICITING ACTIVITIES (MEAs) FOR LEARNING MATHEMATICS BASED ON STUDENTS’ INITIAL MATHEMATICAL ABILITIES

This study aims to analyze the application of the Model-Eliciting Activities (MEAs) for learning mathematics based on students’ initial mathematical abilities and school origin. It was conducted at SDN Batujajar 3, SDN Sukamaju and SDS Yayasan Beribu by using a quantitative research approach. The research method used the survey method and Two Ways ANOVA test analysis to determine the relationship between students; initial mathematics learning outcomes, students’ origin school, and students’ initial mathematical abilities with a sample of 81 students. In this study, it was found that in learning using the Model-Eliciting Activities there were differences in students’ mathematics learning outcomes based on students’ school origin, students’ mathematics learning outcomes based on students’ initial mathematical abilities, and there was an interaction between school origin and students’ initial mathematical abilities in determining mathematics learning outcomes. In addition, the interaction that occurred shows that SDS Yayasan Beribu had better than SDN Batujajar 3 and SDN Sukamaju.

“Everybody Was Included in the Conversation”: Teachers’ Perceptions of Student Engagement in Transdisciplinary STEM Learning in Diverse Elementary Schools

This qualitative interview study examines STEM integration in three diverse elementary schools through the eyes of the teachers and instructional coaches (n = 9) who facilitated the transdisciplinary Box Turtle Model-eliciting Activity (MEA). Prior to implementation, participants attended a full-day professional development workshop in which they experienced the MEA in school-based triads of principals, coaches, and teachers. The educators then implemented the MEA with elementary students from across multiple grade levels. We used the guiding principles of productive disciplinary engagement in our analysis of educator interviews to interpret participants’ perceptions of how an MEA encourages elementary students to (a) problematize real-world scenarios, (b) direct their own learning, and (c) collaborate through meaningful academic discourse. Educators also identified challenges to integrating STEM in elementary classrooms. The Box Turtle MEA offered more equitable access to STEM by positioning students as authorities and providing space for them to be accountable to themselves and others in solving an authentic, real-world problem.

Analysis of Middle School Mathematics Applications Textbook Activities Based on Model-Eliciting Principles

Model-eliciting activities (MEA) represent a distinct form of problem-solving exercises that deviate from conventional problem-solving approaches. They encompass complex real-life scenarios characterized by multiple feasible solutions, demanding non-routine thinking with open-ended possibilities. Lesh and Doerr (2003) posit that MEA conform to specific principles, encompassing model construction, reality, self-evaluation, model externalization (construct certification), model generalization, and effective prototype principles. This study examines the compatibility of tasks in Turkey's middle school mathematics applications textbooks (grades 5-8) with the principles of model-eliciting activities (MEA). The analysis focuses on five principles: reality, model construction, self-evaluation, model documentation, and model generalization. The findings reveal varying degrees of compatibility across different grades. The reality and model generalization principles show more robust compatibility, while the model construction and model documentation principles have mixed levels of compatibility. The self-evaluation principle demonstrates varied compatibility. The study highlights strengths and areas for improvement in the tasks' alignment with MEA principles and emphasizes the importance of real-life relevance and model application. Suggestions are made to enhance explicit guidance in model construction and documentation. The study provides implications for curriculum design, teacher professional development, instructional strategies, student engagement, assessment practices, and future research in mathematics education. However, limitations, such as the absence of student perspectives and contextual factors, should be considered when interpreting the findings.

Assessing Cybersecurity Problem-Solving Skills and Creativity of Engineering Students Through Model-Eliciting Activities Using an Analytic Rubric

Assessing Cybersecurity Problem-Solving Skills and Creativity of Engineering Students Through Model-Eliciting Activities Using an Analytic Rubric

Model-Eliciting Activities: Pre-Service Teachers’ Perceptions of Integrated STEM

This study examines how experiencing model-eliciting activities (MEAs) influenced elementary pre-service teachers’ (PSTs) perceptions of an engineering-based approach to integrated STEM. The participants included 17 elementary PSTs from large public universities located in the southeastern and western regions of the United States. The participants engaged in MEA engineering-based integrated STEM learning experiences. The data included open-ended reflections about the experience. The reflections were coded deductively using the elements of the Equity-Oriented STEM Literacy Framework: dispositions, applicability and utility, empowerment, critical thinking and problem solving, identity development, and empathy. The findings indicate that when PSTs use engineering to teach mathematics and science through MEAs and approach integrated STEM with an equity focus, they increase their knowledge about the applicability and utility of STEM while simultaneously developing their identities as STEM teachers; this positively influences their dispositions towards STEM and empowers them to be teachers of STEM.

Case Study: Learning Material-based on Model-Eliciting Activities to Enhance Problem Solving Abilities and Self Confident

This development research aims to describe a valid and practical learning material-based on Model-Eliciting Activities (MEAs) and its effect on problem-solving abilities and self-confidence. The subjects of this research were 36 students grade 10th at MA Negeri 1 OKU Timur. The type of research used is design research with a development study type. The instrument used test, questionnaire, walkthrough, and interview. The data analysis used descriptive techniques. The validity of learning material-based on the model eliciting activities (MEAs) is demonstrated from the results of the assessment carried out by the validator at the expert reviews stage where researchers will receive suggestions and comments in terms of content, construct, and language as well as comments and suggestions at the one-to-one stage. Meanwhile, practicality can be seen from the results at the small group stage. Learning material-based on model eliciting activities (MEAs) model has a potential effect on students' problem-solving abilities and self-confidence as seen from the results of the analysis of students' answers at the field test stage. Based on the results of the analysis of problem solving ability test scores, 29 students (80.56%) were in the positive category, while 7 students (19.44%) were negative or had not reached the minimum criteria for completing the test results. And also seen from the results of the analysis of students' answers to the self-confidence questionnaire, which shows that 17% of students have very positive self-confidence, 58% of students have positive self-confidence, 25% of students have negative self-confidence

Investigation of Mathematical Modelling Processes of Fifth Grade Students: We Are Going to The Mathematics Village Model-Eliciting Activity

Matematiksel modelleme, matematiksel bilgi ve kavramların günlük yaşamda uygulanabilirliğini göstererek öğrencilerin gerçek dünyayı daha iyi anlamalarına ve yorumlamalarına yardımcı olmaktadır. Bu araştırmada, ilköğretim beşinci sınıf öğrencilerinin matematiksel modelleme yeterliklerinin Matematik Köyü’ne Gidiyoruz etkinliğine verilen cevaplar yardımıyla incelenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması deseni ile tasarlanan araştırmanın çalışma grubunu, Marmara Bölgesi’nin bir devlet okulunda eğitim görmekte olan 68 beşinci sınıf öğrencisi oluşturmaktadır. Araştırmanın verileri araştırmacılar tarafından oluşturulan Matematik Köyü’ne Gidiyoruz etkinliği ve Modelleme Etkinliği Görüş Formu yardımıyla toplanmıştır. Modelleme etkinliği, öğrencilerin İstanbul'dan İzmir'deki bir eğitim köyüne üç farklı seyahat seçeneğine ilişkin verdikleri cevapları ortaya çıkarmayı amaçlamaktadır. Araştırmadan elde edilen veriler betimsel analiz yöntemi ile analiz edilmiştir. Araştırma sonucunda, öğrencilerin modelleme etkinliğinin çözümlerinde modelleme yeterliklerinde genellikle Düzey 1 ve Düzey 2 seviyelerinde oldukları görülmektedir. Öğrencilerin neredeyse tamamının modelleme etkinlikleri ile ilk kez karşılaşmış olmaları, tecrübe eksikliği yaşamaları ve alışkanlık oluşturamamaları Düzey 3 seviyesinde performans gösterememe nedenleri olarak görülebilir. Bununla birlikte öğrencilerin büyük çoğunluğunun görüş formunda modelleme etkinliğinden keyif aldıkları, benzer etkinlikleri derslerinde görmek istedikleri ve bu etkinliklerin öğretici olduklarını ifade ettikleri görülmüştür. Öğrencilerin modelleme yeterliklerinin gelişimi için günlük hayatta karşılarına çıkabilecek problemlerin sınıfa getirilmesi ve öğrencilerin matematiksel modelleme ile çok daha erken yaşlarda tanışması bu araştırmanın önerileri olarak ön plana çıkmaktadır.

Pengaruh Penerapan Model Eliciting Activities (MEAs) terhadap Kemampuan Komunikasi pada Pembelajaran IPS Siswa Kelas 6 Sekolah Pioneer Depok

This research was motivated by the aim of knowing the social studies learning of students in Grade 6 of Depok Pioneer School that has not been achieved, one of which is communication skills. One of the factors for students' lack of communication skills is simply listening to the teacher's explanation, then taking notes and solving practice questions. This can result in students' knowledge and understanding being limited to the information provided by the teacher. So that a learning model is needed that is applied, namely by applying Model Eliciting Activities (MEAs). The purpose of this study is to determine whether the application of Model Eliciting Activities (MEAs) affects communication skills in social studies learning in grade 6 of Depok Pioneer School better than student communication skills using conventional learning in grade 6 of Depok Pioneer School. This type of research is quasi-experimental research. Sampling was carried out using pre-test post-test control group design. The population in this study amounted to 24 grade 6 students of Depok Pioneer School. Social studies learning activities use Model-Eliciting Activities for experimental classes, while in control classes social studies learning activities use Conventional learning. Data analysis using an independent sample T-Test test on post-test values of the experimental group and control group results showed changes in communication in social studies learning after using Model Eliciting Activities (MEAs). Based on the results of the study, it can be concluded that students' mathematical communication skills using Model Eliciting Activities (MEAs) are better than students' communication skills using conventional learning in Grade 6 of Depok Pioneer School.

PENGARUH PENERAPAN MODEL ELICITING ACTIVITIES (MEAs) TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA

This study aims to determine whether there is an influence of Model Eliciting Activities (MEAs) on students' mathematical representation ability. This type of research is a quasi-experiment involving two groups that are given different treatments. The population of this study was grade XI students of SMA Islam Terpadu Wahdah Islamiyah Makassar and two classes were selected by cluster random sampling as research samples, namely class XI IPA 1 and XI IPA 2. Class XI IPA 1 as an experimental class taught using Model Eliciting Activities (MEAs), while class XI IPA 2 as a control class taught using conventional learning. The research instruments used were observation sheets for learning implementation, observation sheets on student activities, and tests on students' mathematical representation abilities. The data that has been collected using these instruments is analyzed using descriptive and inferential statistical techniques. The results of the descriptive analysis showed that: (1) students' mathematical representation ability after being taught using Model Eliciting Activities (MEAs) was in the less category, namely 34.5786 out of an ideal score of 100, (2) students' mathematical representation ability after being taught using conventional learning was in the low category, which was 8.7636 out of an ideal score of 100, (3) the increase in students' mathematical representation ability after being taught using Model Eliciting Activities (MEAs) is in the low category, which is 0.170, (4) the increase in students' mathematical representation ability after being taught using conventional learning is in the less category, which is 0.0669. The results of inferential statistical analysis show that: (1) with the Mann-Whitney Test test it can be said that there is a significant difference between the mathematical representation ability score parameters of grade XI science students taught using the Eliciting Aivities Model and the mathematical representation ability score parameters of grade XI science students taught using conventional learning, (2) with the Mann-Whitney Test test, it can be said that there is no significant difference between the parameter of increasing the mathematical representation ability of grade XI science students taught using the Eliciting Aivities Model and the parameter of increasing the mathematical representation ability of grade XI science students taught using conventional learning. From the results of this study, it can be concluded that there is no influence of Model Eliciting Activities (MEAs) on students' mathematical representation ability.

Exploring High School Students’ Strategies in Prioritizing Data during a ‘Finding a Fine Dust-Free School Location’ Model-Eliciting Activity (MEA)

Exploring High School Students’ Strategies in Prioritizing Data during a ‘Finding a Fine Dust-Free School Location’ Model-Eliciting Activity (MEA)

Model Oluşturma Etkinliklerinde Matematiksel İlişkilendirmelerin Belirlenmesi: Tasarımcı Olarak Matematik Öğretmen Adaylarıyla Bir Durum Çalışması

This paper aimed to explore mathematical connections that pre-service elementary mathematics teachers identified in model-eliciting activities that they designed. The study used a qualitative, in-depth exploratory case study approach conducted with a total of 42 undergraduate students selected using a purposive sampling method. Data were collected from mathematical modeling problems prepared by pre-service mathematics teachers and from written assignments in which pre-service teachers evaluated their problems in terms of mathematical connections. Data analysis utilized open coding to identify and label common patterns thematically. Results showed that most of the problems designed were consistent with the principles of the model-eliciting activities. A cross-case analysis of model-eliciting activities revealed that four types of mathematical connections were identified: (i) connections to real-world situations, (ii) connections between mathematical concepts, (iii) connections between different modes of representation, and (iv) connections to other disciplines. The mathematical connections identified in the modeling activities did not seem to be mutually exclusive, but rather supportive and sometimes overlapping. Pre-service mathematics teachers’ identification of mathematical connections in modeling problems reflects both their awareness of mathematical connections and their perception that the skills required for the mathematical modeling process are directly related to mathematical connection skills. Therefore, it is important that pre-service mathematics teachers have a comprehensive understanding of mathematical connections and believe that this is an essential element of the modeling process so that the various dimensions of mathematical connections, along with relevant mathematical, pedagogical, and curricular knowledge, can be effectively integrated into model-eliciting activities.

Ortaokul matematik öğretmen adaylarının model oluşturma etkinliği tasarlama yeterlikleri, problem çözmeye yönelik inançları, problem kurmaya yönelik öz-yeterlik inançları ve aralarındaki ilişki

This study aimed to determine the change and the relationship between elementary school mathematics teacher candidates' competence to design model-eliciting activities, their beliefs towards problem-solving, and their self-efficacy beliefs towards problem posing according to gender and overall academic grade point average (GPA). Modeling activities designed by 64 elementary school mathematics teacher candidates in Turkey were evaluated by means of a grading key created in the context of "compliance with MEA design principles". In addition, a scale consisting of 24 items was applied to determine the beliefs of the teacher candidates towards problem-solving, and a 26-imoetem scale was applied to determine their self-efficacy beliefs towards problem-posing, and the responses were analyzed by quantitative methods (one-way multiple variance analysis, correlation analysis, multiple regression test). The findings reveal that elementary school mathematics teacher candidates' proficiency in designing model-eliciting activities is generally at a high level, while their belief in problem-solving and self-efficacy beliefs in problem posing is generally at a moderate level. Based on the studies that concluded that modeling competencies develop as they work on modeling problems and that the experience of mathematical modeling affects their mathematical modeling competencies, it was concluded that modeling problems were used to solve mathematical problems and teach these solutions in the mathematical modeling course they took. It was determined that the linear combinations of teacher candidates' proficiency in designing model-eliciting activities, beliefs in problem-solving, and self-efficacy beliefs in problem-posing did not show a significant difference. The fact that pre-service teachers' beliefs about problem solving and posing are not related to their MEA design competencies is thought to be due to their previous routine mathematical problem solving experiences being more dominant. On the other hand, since the mathematical modeling process is basically considered as a problem-solving process, it was expected that these beliefs of pre-service teachers would be related to MEA design proficiency. It is important to conduct qualitative research with teacher candidates in order to examine this situation in more detail and to reveal the underlying causes.

Analisis Bibliometrik : Model Eliciting Activities Terhadap Kemampuan Koneksi Matematis Berbasis VOSviewer

Model Eliciting Activities (MEA) is an activity to create or build models and modeling perspectives for mathematical connections in mathematics education. This study aims to determine research trends from generating activities to mathematical connection abilities and to see opportunities for future research based on VOSviewer. This study used bibliometric analysis, the data in this study were obtained through Google Scholar using publish or perish from 2013 to 2023 with the keyword eliciting activities. It was found that the research trend of eliciting activities on mathematical connection abilities in Full Counting Density Visualization contained 54 terms related to mathematical connection abilities. The density display model shows that the most research related to eliciting activities is eliciting open-ended activities, learning outcomes, hots and cognitive styles which are marked in bright yellow. The brighter the yellow color, the more research has been done. While the research that is still small is the ability of mathematical connections, problem solving abilities and critical thinking which are marked with dim colors. Thus, the opportunity to carry out the latest research to retrieve these items can be done because they are rarely studied.

Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task

In this article, we investigated how a class engaged in whole-class discussions of modeling solutions, across two different types of modeling tasks: a Model Eliciting Activity (MEA) and a Three-Act Task. We analyzed whole-class discourse as small groups presented and responded to each other’s solutions to a MEA and a Three-Act Task. We have also analyzed how the teacher team used these tasks to promote the emergence of distinctive emphases among modeling actions in whole-class discourse during solution-presentation sessions. We found that whole-class discourse in presentation sessions provided opportunities for students to participate in valued mathematical modeling actions, but that these actions varied by the two modeling task types. This work contributes to both theory and praxis, illuminating the affordances of different modeling tasks and the strategic work teachers do to bring those affordances to life.

Preservice mathematics teachers’ achievement and evaluation of mathematical modelling

The aim of the study was to understand preservice mathematics teachers’ improvement of their knowledge of mathematical modeling and knowledge for teaching modeling post[1]intervention. A total of 57 preservice mathematics teachers voluntarily participated in the study, which lasted for a period of five weeks. Data sources included three separate measurements; Mathematical Modeling Test, a questionnaire about the meaning of mathematical modeling, and model-eliciting activities. A quantitative and qualitative data analysis approach was employed in order to better understand the intervention achievement. The Mathematical Modeling Test data was examined with paired sample t-test, and the other two datasets were examined using thematic analysis to identify the preservice teachers’ pedagogical content knowledge through mathematical modeling and their performance at each step of the mathematical modeling. Data analysis revealed that although the preservice teachers increased their mathematical modeling knowledge, they experienced difficulties during the interpretation and adaptation of the mathematical modeling results into the real life situations.