Evaluation of Mathematical Modeling Activities of 4th-Grade Students: The Case of Experiential Learning Theory

Abstract

The aim of the study is to evaluate the mathematical modeling activities of 4th-grade students within the framework of the experiential learning theory. One of the reasons for considering modeling and experiential learning together is that mathematical modeling activities consist of real life problems and allow students to learn experientially. The research conducted as a qualitative case study and whole process fulfilled online. 13 fourth grade students determined with the appropriate sampling method. Modeling activity story, modeling evaluation rubric, observation form and semi-structured interview forms were used as data collection tools. During the implementation process, the students were shown a digital story created by the researchers and the problem situation was embedded in the story. The story about a virus facing humanity asked to the students to find a solution of the problem. In the context of this story, the students carried out a mathematical modeling activities about perimeter and area. At the end of the implementation process, a semi-structured interview form was used to get students' opinions about the activity. As a result, students have achieved on mathematical and mental modeling while they made low score on mathematical results which subject area.