• Ebru Saka Kafkas Üniversitesi


Model eliciting activities, mathematical modeling, mathematics teachers


This study aimed to reveal the opinions of mathematics teachers about the applicability of model-eliciting activities after their in-class practices within the scope of mathematical modeling training given to mathematics teachers. The study was based on phenomenological study design, one of the qualitative research methods. A total of 16 mathematics teachers who took the graduate mathematical modeling course in the 2021-2022 academic year at a state university participated in the study. In determining the participants, the criterion sampling method, one of the purposeful sampling types, was used. The data of the study were collected with a semi-structured interview form. A content analysis technique was used to analyse the data. Study findings indicate that most of the teachers think that the applicability of MEA (Model Eliciting Activities) in school programs is limited. Participants emphasized the time-consuming nature of the MEA, curriculum intensity, students' lack of familiarity, the difficulty of application in crowded classrooms, insufficient class hours, and teachers' lack of sufficient knowledge as reasons for this situation. The difficulties that may arise in MEA applications were expressed as classroom management, teaching process, and teaching resources in terms of teacher dimension, and difficulties related to readiness and modeling process in terms of student dimension. Most of the participants had difficulty in selecting MEAs suitable for the level of students for the applications. The mathematical modeling training provided was found to be beneficial academically, professionally, and for the students. After the training, the participants developed positive attitudes toward using MEA in their lessons. Based on the participants' suggestions and the results of the study, some suggestions were made to practitioners and researchers for further application of MEA in schools.