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7 results on '"Saeki, Akihiko"'

1. Leading a New Pedagogical Approach to Australian Curriculum Mathematics: Using the Dual Mathematical Modelling Cycle Framework

Author

Mathematics Education Research Group of Australasia, Lamb, Janeen, Kawakami, Takashi, Saeki, Akihiko, and Matsuzaki, Akio

Abstract

The aim of this study was to investigate the use of the "dual mathematical modelling cycle framework" as one way to meet the espoused goals of the Australian Curriculum Mathematics. This study involved 23 Year 6 students from one Australian primary school who engaged in an "Oil Tank Task" that required them to develop two models in order to solve the task. Results indicate that although some students struggled to fully develop the two models there were students who engaged in both models, deepening their mathematical knowledge and its application when working in real world contexts.

Published
2014

2. Creating contact points between empirical modelling and theoretical modelling in teacher education: The case of pendulum problem

Author

Kaneko, Masafumi, Saeki, Akihiko, Kawakami, Takashi, Naruto University of Education, Utsunomiya University [Utsunomiya], Utrecht University, Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, and Veldhuis, Michiel

Subjects
Mathematical modelling, empirical modelling, theoretical modelling, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, [MATH] Mathematics [math], [MATH]Mathematics [math], teacher education
Abstract

International audience; Both empirical modelling (EM) and theoretical modelling (TM) are essential in mathematical modelling. This study explored how graduate students promoted teaching competencies for mathematical modelling by conducting EM and TM with the pendulum task. Through the analysis of modelling lessons, we found that the experiences of both EM and TM with the same material were important for the students to understand a modelling cycle and the aims and perspectives of modelling.

Published
2019

4. Examining the heart of the dual modelling cycle: Japanese and Australian students advance this approach

Author

Saeki, Akihiko, Matszaki, Akio, Kawakami, Takashi, Lamb, Janeen, Naruto University of Education, Saitama University, Nishikyushu University, Australian Catholic University (ACU), Charles University in Prague, Faculty of Education, ERME, Konrad Krainer, Naďa Vondrová, and Vondrová, Naďa

Subjects
modelling teaching, International comparisons, [SHS.EDU]Humanities and Social Sciences/Education, [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO], [SHS.EDU] Humanities and Social Sciences/Education, [MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO], ComputingMilieux_COMPUTERSANDEDUCATION, ordinary helix, mathematics education, dual modelling cycle framework (DMCF)
Abstract

International audience; The aim of this study is to compare how Japanese and Australian teachers utilise opportunities to promote students' switching between mathematical modelling cycles based on the dual modelling cycle framework (DMCF). This study found that teachers need to change how they assist students when transitioning from one modelling cycle to another not only based on differing levels of student ability, but to account for differences between countries as well. The Japanese students had more sophisticated visualisation skills than the Australian students when working with the geometric structure of an ordinary helix on the side face of a cylinder. However, both groups of students benefited from use of the DMCF to develop their understanding of the mathematical problem as they moved between modelling cycles.

Published
2015

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