Mathematical Modeling-Based Teaching: A Key to Effective Learning of Arithmetic Sequences in High School
Subject Areas : MAth Education
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Keywords: mathematical modeling, high school mathematics teaching, arithmetic sequence,
Abstract :
This study investigates how mathematical modeling ability affects the quality of learning arithmetic sequences among eleventh-grade students. The research method is quasi-experimental, comprising a pre-test and post-test with both an experimental and a control group. The data collected were analyzed using SPSS software. The study's statistical population comprised male students in the eleventh grade of the mathematics and physics track in District 3 of Isfahan. Due to research limitations, a convenience sample of 50 students was selected and randomly divided into two groups of 25: one experimental group and one control group. Initially, a pre-test consisting of four questions, whose validity and reliability had been assessed, was administered. The topic of arithmetic sequences was then taught to the experimental group using mathematical modeling for over four sessions. Both groups were taught the same topic, but the control group received instruction in a traditional, teacher-centered manner over four sessions. A post-test was administered to both groups at the end of the instruction. The control group showed a slight increase in their average scores on the post-test compared to their pre-test scores, with an improvement of only 0.9 points. In contrast, the experimental group demonstrated more significant progress, increasing approximately two points. Thus, this research shows that the ability to model mathematically significantly enhances students' understanding of arithmetic sequences
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