A Modelling Framework for Secondary School Students in Vietnam: A Case Study
| aut.embargo | No | |
| dc.contributor.advisor | Spooner, Kerri | |
| dc.contributor.author | Hoang Quoc, Viet | |
| dc.date.accessioned | 2024-09-05T20:50:52Z | |
| dc.date.available | 2024-09-05T20:50:52Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | The interplay between mathematical learning, practicing, and applying is presented through mathematical modelling. The ability to use mathematics in practical settings to solve problems showcases the highest level of mathematical reasoning. There is a growing emphasis on integrating mathematical modelling into curricula to enhance the depth of studying and teaching mathematics. This thesis aims to explore teaching approaches for developing mathematical models at the secondary level. It will accomplish this by creating a series of lessons that support the growth of mathematical modelling sub-competencies (PPAIR framework) and overarching competencies, such as social dynamics, collaboration, and metacognition. The focus will be on bilingual learners or students for whom English is a second language. Through this investigation, themes and patterns emerging from the modelling context for mathematical modelling in secondary school will be identified using reflexive thematic analysis. The study also aims to evaluate how these teaching approaches influence students’ attitudes towards mathematics. An adapted version of the Attitude Towards Mathematics Inventory (ATMI) will be used to measure the impact after the completion of the mathematical modelling unit. The purpose of the study is to gather data through teacher reflection and student surveys to strengthen and demonstrate the effectiveness and replicability of modelling tasks. The findings indicate that developing a series of authentic modelling lessons based on contemporary literature can improve certain aspects of students’ enjoyment of mathematics and boost their self-confidence in the subject. These modelling tasks enable students to explore their own ideas while acquiring new mathematical concepts, thereby providing valuable learning opportunities in terms of both social and mathematical aspects within the mathematics classroom. The parent themes arising from this research are personal learning autonomy, cultural learning of mathematics, societal influences, perseverance, modelling pedagogic structure, and communication. Further research is necessary to implement the PPAIR mathematical modelling framework on a larger scale, encompassing different grade levels and a diverse range of carefully selected modelling tasks that are suitable and accessible to bilingual students. Additionally, it is important to examine the duration of the modelling unit and the frequency of student engagement with modelling tasks in relation to their attitude towards mathematics. | |
| dc.identifier.uri | http://hdl.handle.net/10292/17980 | |
| dc.language.iso | en | |
| dc.publisher | Auckland University of Technology | |
| dc.rights.accessrights | OpenAccess | |
| dc.title | A Modelling Framework for Secondary School Students in Vietnam: A Case Study | |
| dc.type | Dissertation | |
| thesis.degree.grantor | Auckland University of Technology | |
| thesis.degree.name | Master of Science |