CHAPTER II

REVIEW OF RELATED LITERATURE OF STUDIES

This chapter represent the review related literature and studies after the
through and in-depth research done by the researchers. All information
included in this chapter help in familiarizing information that are relevant
and similar to the present studies.

RELATED LITERATURE

The relevance of promoting applications and mathematical modelling in

schools is currently consensus all over the world. In many national curricula,
modelling competencies play a decisive role pointing out that the importance
of mathematical modelling is accepted at a broad international
level(Gabriele,2020). The field of mathematical modeling is so enormous and
vastly outspread and just not possible to comprehend in one single paper; or
in one single book, or even in one single book shelf . fact that only some
models fit within the practical teaching and assessing of a course in
mathematical modeling, does not exclude the importance to illustrate that
the world of today cannot go on without mathematical
modeling( Lingefjärd,2006).

In addition to good understanding of mathematics, teaching mathematics

requires the ability to transfer the knowledge. Long-term trends in
mathematics teaching accentuate solving mathematical problems through
real-life models. Mathematical modelling is a lot process in which students
put in the acquired expertise to the unknown situations. As Identified by
Blum (1993), there is “a substantial gap between the forefront of research
and development in mathematics Education, on the one hand, and the
mainstream of h instruction, on the other” (p. 7). This gap most probably Still
exists, in many regions. The task of modelling is to encourage learner’s
ideas, expand the accumulated knowledge And facilitate comprehension of
mathematical essence. Modelling is more than just addressing word
problems. As stated By Marković (2011), One of those new approaches in
mathematics teaching is Teaching by means of models.

According to Pesen (2008)Models are concrete entities, pictures and objects

in which Some states of a concept desired to be developed are Represented.
Students are very interested in this approach. The main reason why
mathematics is the most Comprehensive education area of the world is
mathematics Could be used in various ways in areas and topics that is not
Related to it. Mathematics is always used outside itself, in a Covered manner
or clearly especially in cases of problems, Situations or areas including
mathematical models and Modeling . Also According to Ferri(2013)
mathematics is not A closed system or a subject that should be learned but a
Human activity and it has to have a relation with the reality.

Modeling Cycle

According to Pelesko(2015) the modeling cycle is simply a model of the

process of mathematical modeling and as with all models, the modeling
cycle is incomplete, provisional, rests on assumptions that are open to
question, and should be used carefully, with all of these points in mind.
Modeling cycles drives home the point that there is no single “modeling
cycle” that is any sense “the” modeling cycle, but rather, they are all just
different ways to model the process of mathematical modeling.

It Is a definitive cycle which starts with the real-life situation/problem,

coming to model construction, model analysis, Mathematical results and the
discussion of what the results obtained speak for the physical problem given
at opening. If The results are not satisfactory, certain steps through the
modelling process could be revised and fixed. That way, the Cycle continues
until the moment it matches the set criteria(Blum and Leiβ 2007)

Leong (2012) indicated that modeling cycles can also be used as a tool for
assessing modeling tasks. Haines and Crouch (2013) indicated that a
modeling cycle provides an opportunity for researchers to describe students’
behavior within the modeling cycle, and by so doing, they can gain insight
into the processes deployed by students when they are faced with real world
problems. At every stage of the modeling cycle, it was possible to evaluate
different modeling sub-competencies and hence the mathematical
competencies of the students.

Also according to Schmit(2023)Mathematical Modeling is using math to

describe (i.e., model) real-world scenarios and then using that model to
reduce more information about the situation through mathematical or
statistical computation and analysis. Modeling Cycle is using representations
to communicate mathematical concepts or ideas. In order to introduce the
modeling activities within the scope of the study, the process of the
developments of these activities is given in historical sequences and how
they are defined by different educationists in the literature. The importance
of modeling activities in mathematics teaching, its different components and
how they should be applied in courses are also included(Bora and Ahmed
2019)

In recent years, studies on The use of modeling cycle activities in

mathematics, most of which Have been mostly carried out abroad, have
revealed that Modeling activities are extremely useful tools for Mathematics
education [Yilmaz,2013]. In many countries there is a Tendency to give a
larger place to mathematical modeling in Curriculums. It is emphasized that
mathematical modeling Is one of the main objectives mathematics
instruction in Secondary school curriculum in Germany. For instance, in
Germany “mathematical modeling skill” is among the 6 Basic skills in new
“educational standards” in mathematics in Germany [Blum,2009]. As a
result, it can be argued that mathematical Modeling is not used commonly
from elementary schools to Universities and teachers do not sufficiently
know its Theoretical basis. Even though mathematical modeling is Given
place in the MNE mathematical education program Which has been
implemented since 2005, samples of Modeling circle and application do not
achieve desired level Of profoundness and significance.
However Frejd (2020) emphasizes the importance of analyzing the scientific
potential of mathematics teachers with the aim of Accumulating it, which
could lead to a better practice of mathematical modeling in schools.
Problems that we solve this Way rarely appear in our teaching practice. Does
that mean we don’t do modelling? – No. The modelling tasks can be
Accessed very differently – the difference is shown in the objectives and the
performance. Gusić (2011) believes that there Are three basic ways of
modelling:

➢ Standard application – students learn to do modelling and apply it in

controlled conditions.

➢ Direct modelling – students solve a real problem by choosing, with the help
and supervision of teachers, some of The learned models.

➢ Open modelling – students solve real problem independently.

At school, it is especially important to solve open-ended tasks and real-life

problems. This is also mentioned by the Respondents in the study conducted
by Vos et al. (2019), which highlights the joy that can result from problem
solving. The same authors insist that further research is needed that links
the affective perspective to the design of mathematical Modeling tasks,
enjoyment and satisfaction should be reflected in new approaches to
teaching mathematical modeling and are important for student learning,
promoting mathematical development and student curiosity. The design of
Mathematical modelling cycle is to express the mathematical problem in
some context, in a mathematical way. It is a cyclical Process in which we
connect a mathematical model with a process or phenomenon. Many authors
find mathematical Modelling cycle challenging because it presupposes
knowledge of mathematical processes, tools, and techniques just as much As
critical thinking. Such challenges can have multiple benefits in teaching and
great potential to contribute to the Development of critical thinking in
students.

Modeling cycle in mathematics teaching of linear quadratic and

logarithmic functions
According (Große, 2015)One of the widely studied and well applied
instructional strategies in mathematics instruction is worked example .It Is
crucial to recognize that linear functions and quadratic functions can be
complex ideas in mathematics. Students must not only understand the
fundamental principles but also be able to apply them in different
problem-solving situations. The complexity of this subject stems from
the requirement to comprehend the connections between variables, the
importance of slope and intercepts, and the intricate characteristics of
quadratic equations (Makonye, 2014). Therefore, it is not unexpected
that numerous students face difficulties while trying to comprehend
these basic principles (Trujillo et al., 2023).

The second theme which is the idea that teacher guidance during the
modeling process is supported by the literature and is not new. Teacher play
a vital role in the modeling process. Some mathematical modeling activities
can be challenging especially real-world context problems. As such students
rely times on the guidance from the teacher to solve the problem for them,
but to give more clarity to the problem. Kirschner, Sweller and Clark (2006)
argued against minimal guidance during instruction, indicating that the
advantage of guidance during Instruction begins to diminish only when the
learner has sufficiently prior knowledge to provide what they called
“internal” guidance. Wethall (2011) indicated that transfer among
mathematical concepts, new problems and contextual situations can occur,
but requires guidance from the instructor to become a flexible process. Blum
(2011) indicated that the role of teachers irreplaceable, suggesting some
principles for teachers of mathematical modeling. He suggested That
teachers should find a permanent balance between students’ independence
and their guidance through flexibility and adaptive interventions and that
teachers should support students’ individual modeling routes and encourage
multiple solutions. He also called on teachers to foster enough student
strategies for solving modeling tasks and stimulate different meta-cognitive
activities like reflection on solution processes and on similarities between
different situations and contexts.
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