COGNITIVE MODELLING SKILLS FROM NOVICIATE TO EXPERTNESS
DOI:
https://doi.org/10.46827/ejes.v0i0.334Abstract
The purpose of this study is to reveal the cognitive modelling skills of 6th grade students after a long term modelling implementation. The cognitive modelling skills are regarded as understanding the problem, simplifying, mathematising, working mathematically, interpreting and validating. Seven-month modelling sequences were designed and conducted, and the first and last implementations were particularly examined in the study. The participants were four students, while the data collection tools were solution papers for two different modelling problems in the implementations and transcriptions of the video records concerning the solution and solution presentation processes. When the data were analysed through a rubric and presented descriptively, it was seen that a development was revealed in cognitive modelling skills from noviciate to expertness. In other words, the students displayed richer approaches in the context of each cognitive modelling skill in the last implementation.
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