Halil Ardahan
(Faculty of Education, Department of Mathematics Education, Necmettin Erbakan University, Turkey)

 

 

Abstract: Establishing and improving the quality and standards in mathematics education, the learning process have to be designed according to mathematics contend knowledge, pedagogic content knowledge and technologic content knowledge and especially Inquiry Based Learning and Problem Solving Model (IBLPS) (Ardahan H. & veErsoy Y., 2001). IBLPS model consist of five critical steps involving construction of a suitable model for a problem, data collection, prediction of relations among the data, generalization and evaluation (Ardahan H., 2008). Dynamic modeling helps students to create, exploit and fix cross-curricular links and to lead them through the whole process of discovering and learning about laws and nature (Valek J. & Sladek P., 2011). Mathematical modeling has very important roles on critical thinking, reasoning, raising awareness about mathematical order (NCTM, 2000). If we describe the learning concept as “learning is a mental transformation of a suitable model of the problem to the dual coded mental image” then we can see the importance and the role of the dynamic mathematical modeling and Smart Learning Objects describing a mathematical concept in learning process. This research has an experimental study design. It aims to show how IBLPS modeling affects the mathematical learning process. Data is collected by the five-point Likert’s type Dynamic Modeling Activity Scale (DMAS) and analyzed by t-tests. Moreover, in order to figure out the validity of the test results, qualitative evaluations are used. In accordance with this purpose, the attainments about the IBLPS model throughout the learning process have been constituted for more than fifteen years are going to be discussed among the education community. Also, this study involves the innovative design of learning process and our original lesson activities. The research also puts forward how thinking and learning mathematics concepts need to be modeled according to the
IBLPS approach. The study also focuses on the prospective teachers’ perception on quality in learning and teaching mathematics and the effects of dynamic modeling on the learning process. Designing the learning process IBLPS model and using dynamic modeling aims active participation of students obtaining mathematical thinking, discovering knowledge, and gaining meaningful and permanent learning skills. The research is expected to be a model for young researchers.

 

 

Key words: dynamic modeling, Inquiry Based Learning and Problem Solving Model, lesson activities