Document Type : Research Paper
Authors
1
Associate Professor, Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman, Kerman, Iran. & Mahani Math Center, Afzalipour Research Institute, Shahid Bahonar University of Kerman, Kerman, Iran
2
PhD student, Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman, Kerman, Iran. & Mahani Math Center, Afzalipour Research Institute, Shahid Bahonar University of Kerman, Kerman, Iran
Abstract
Solving applied mathematical problems is one of the educational goals of many countries. In the Iranian national curriculum document, in the section related to mathematics, "the ability to solve every day and abstract problems" and "mathematical modeling" are stated as among the basic goals of the mathematics education program. In this regard, interpretive word problems consider as an good exercise for mathematical modeling. In the present study, after reviewing the research literature on modeling and interpretive word problems, the results of the analysis of 75 mathematics teachers who participated in two webinars will be presented. These webinars were planned in the form of workshops, and the participants in the meetings collaborated in groups on their ideas. The results of the study on the problems rewritten by the participants showed that half of the groups give information that were unrelated to the problem and proposed problems without answers. 26.6% of the problems were designed in such a way that the mathematical answer was different according to realistic considerations, and 26.6% of the problems were solvable and had a numerical answer. This analysis showed that the most added elements (55.3%) are related to the descriptive information of the problem situation.
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