MATHEMATICAL MODELING COMPETENCY IN MATHEMATICAL COMPETENCE STRUCTURE: DEPENDENCIES, INTERACTIONS AND APPROACHES TO DEVELOPMENT
DOI:
https://doi.org/10.31110/fmo2025.v40i1-01Keywords:
Inquiry-Based Learning (IBL), mathematical modeling, mathematical competence, mathematical modeling competency, methods of fuzzy set theoryAbstract
Formulation of the problem. Mathematical modeling competency is an essential subject of theoretical discussions in the context of learning and teaching mathematical modeling and mathematics in general and empirical research. Numerous studies confirm that mathematical modeling is a key competency in mathematical literacy and an effective pedagogical tool for developing students' mathematical competence. It is essential to develop strategies that promote the formation of this competency, primarily through research-oriented pedagogical methods, which aid in developing the ability to use mathematical modeling in real-world problem contexts.
Materials and methods. To solve the problem, theoretical and empirical methods were applied, in particular, the analysis of research works of Ukrainian and international scientists, generalization and systematization of practical experience, pedagogical experiment, as well as mathematical methods of data processing of pedagogical experiment.
Results. Based on the analysis of research results on the prospects of mathematical modeling and practices of its use as a pedagogical technology, the place and role of mathematical modeling in the structure of mathematical competence are clarified. Typical challenges for students that arise in solving mathematical modeling problems are also analyzed, ways to mitigate these issues are proposed, and their feasibility is also argued.
Conclusions. The asymmetrical nature of the relationship between the mathematical modeling competency and other parts of mathematical competence is traced. Some approaches to forming the competence of mathematical modeling are proposed and tested.
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