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Blum, W. and Leiß, D., “How do students and teachers deal with mathematical modeling problems? The example “Sugarloaf” and the DISUM project”, In C. Haines, P. Galbraith, W. Blum & S. Khan (Eds.), Mathematical modelling (ICTMA12): Education, engineering and economics (pp. 222-231). Chichester, UK: Horwood, 2006.

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Article

Investigating Engineering Students’ Mathematical Modeling Competency

1Ming Chi University of Technology, Taiwan


American Journal of Educational Research. 2018, Vol. 6 No. 12, 1668-1672
DOI: 10.12691/education-6-12-12
Copyright © 2018 Science and Education Publishing

Cite this paper:
Chih-Hsien Huang. Investigating Engineering Students’ Mathematical Modeling Competency. American Journal of Educational Research. 2018; 6(12):1668-1672. doi: 10.12691/education-6-12-12.

Correspondence to: Chih-Hsien  Huang, Ming Chi University of Technology, Taiwan. Email: huangch@mail.mcut.edu.tw

Abstract

This study investigates university students’ modeling process in one modeling activity. The data is collected by students’ individual and group written responses to the mathematical modeling activity, video-taped group discussions and classroom observation by the researcher. The data showed that university students have difficulty in transition between different modes of mathematical representations and the classifications of variables/parameters as known or unknown, implicit or explicit, independent or dependent variables.

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