Mathematical, Mathematics Educational, and Educational Values in Mathematical Modeling Tasks

Oct 15, 2026

Purpose: Explore mathematical values, mathematics educational values, and educational values in mathematical modeling tasks across different modeling perspectives. Design/Approach/Methods: Qualitative document analysis using semantic content analysis; selected tasks were examined at sentence level. Findings: Control, mystery, and openness values appeared in all tasks, while rationalism and objectivism emerged in realistic/applied and socio-critical perspectives. Product, exploration, creating, relevance, pleasure, and application educational values also appeared throughout. Socio-critical tasks highlighted social justice, equity, social welfare, humanity, and altruism; individualism was emphasized in model-eliciting approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

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Abstract

Purpose

Design/Approach/Methods

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Originality/Value

Introduction

Mathematical, Mathematics Educational, and Educational Values in Mathematical Modeling Tasks Y¨uksel Dede Gazi University Veysel Akakın Uak University G¨urcan Kaya Burdur Mehmet Akif Ersoy University ECNU Review of Education 2021, Vol. 4(2) 241–260 ª The Author(s) 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120928089](DOI: 10.1177/2096531120928089)[ ](DOI: 10.1177/2096531120928089)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract Purpose: The purpose of this study is to explore the mathematical values, mathematics educational values, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives. Design/Approach/Methods: In this context, the present study is a qualitative research based on document analysis. The data were analyzed using semantic content analysis, and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level. Findings: Control, mystery, and openness mathematical values appeared in all mathematical modeling tasks, and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeling perspectives. Product, exploration, creating, relevance, pleasure, and application mathematics educational values also emerged in all modeling tasks. Educational values of social justice, equity, social welfare, humanity, and altruism were more important in the socio- Corresponding author: Veysel Akakın, Uak ¨Universitesi, 1 Eyll Kamps, E˘gitim Faku¨ltesi, Merkez/Uak, 64200, Turkey. Email: [veyselakcakin@gmail.com](veyselakcakin@gmail.com) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). critical modeling, while the value of individualism was more emphasized in the model-eliciting approach. Originality/Value: By determining mathematical, mathematics educational, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives, an effective and more value-balanced mathematical modeling instruction can be provided. Keywords Educational values, mathematical modeling, mathematical modeling tasks, mathematical values, mathematics educational values Date received: 2 January 2020; accepted: 29 April 2020 Introduction Numerous studies have been conducted about mathematical modeling for a few decades (e.g., Blum & Borromeo Ferri, 2009; Borromeo Ferri, 2006; Kaiser & Schwarz, 2010; Lesh & Doerr, 2003) . However, these studies have generally focused on the cognitive dimensions of students, especially on the examination of students’ mathematical modeling competencies. Yet, in addition to the cognitive dimensions of the students, affective dimensions are also important for their success at the cognitive level (Seah & Bishop, 2000; Seah & Wong, 2012) . This is because affective dimensions can affect students’ choice for dealing or not dealing with mathematics and science (Bishop et al., 2006) . Despite the importance of affective dimensions, it can be seen that affective dimensions are neglected in educational research due to the fact that these dimensions are not so easy to measure (see Seah & Bishop, 2000) . Similarly, it can be seen that there is not a large number of studies in which cognitive/affective domains in general, and mathematical modeling/ affective domains (es

FAQs

What is the study’s main purpose?

To examine mathematical values, mathematics educational values, and educational values involved in mathematical modeling tasks under different mathematical modeling perspectives.

How were the data analyzed?

The research used qualitative document analysis and applied semantic content analysis, examining selected modeling tasks at the sentence level.

Which value categories appeared across all modeling tasks?

Control, mystery, and openness mathematical values appeared in all mathematical modeling tasks, and mathematics educational values such as product, exploration, creating, relevance, pleasure, and application also emerged across all tasks.

Oct 15, 2026

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