Toward a design framework for mathematical modeling activities: An analysis of official exemplars in Hong Kong mathematics education

Toward a design framework for mathematical modeling activities: An analysis of official exemplars in Hong Kong mathematics education

• Lo, Chung Kwan The Education University of Hong Kong
• Huang, Xiaowei The Education University of Hong Kong
• Cheung, Ka Luen The Education University of Hong Kong

Sustainability, 14(15), 2022

MDPI

2022

• B Human Behaviour
  • BB Interests, Attitudes & Values

Mathematical Modeling Modeling Activity Mathematics Education STEM Education Secondary Education

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Primary Education
• Secondary Education

• View Full Text 全文連結

Mathematical modeling is considered a bridge to STEM education and has been incorporated into K–12 mathematics curriculums in various countries. However, it has a relatively short history in Hong Kong schools. The lack of high-quality, relevant exemplars of mathematical modeling activities is a challenge to teacher practice in this area. Hence, this study aims to establish a design framework for mathematical modeling activities suitable for teachers and students in Hong Kong. We explore the design and content of the official mathematical modeling exemplars published by the Hong Kong Education Bureau using a document analysis approach. The findings provide the basis for developing a framework to be used in the future design of mathematical modeling activities. Four exemplars were found and analyzed in terms of their structural components, level of learning experience in mathematical modeling, and design characteristics. Based on our findings, we discussed various strategies to enhance the design of a mathematical modeling activity, including setting diversified learning objectives, cross-subject collaboration when formulating the problem context and instructions, designing more activities suitable for average and underperforming students, emphasizing the evaluation of modeling outcomes, and providing relevant supporting materials. Our study thus lays the groundwork for advancing the teaching and learning of mathematical modeling in school contexts. Copyright © 2022 by the authors.

• English

Journal Articles

• 20711050

• 10.3390/su14159757

https://bibliography.lib.eduhk.hk/en/bibs/82e24098

2022-12-16