Abstract:
The purpose of this thesis was to explore authentic mathematical modelling and use that experience to develop and research a genuine mathematical modelling experience for secondary school students. A classroom activity was developed and trialled with a group of New Zealand year 12 average ability students at a decile 10 school. The focus of the unit was the process of mathematical modelling. Data was collected on the classroom learning activities and what parts of the mathematical modelling process was remembered. The three data sources were student diaries, classroom assessment and student interviews. The results showed that an authentic modelling process is achievable within the restricted classroom environment. With the prompts provided in the classroom activity students coped well identifying the essential aspects of the situation being modelled, and there was good recall by all students for strategies to identify the essential aspects of the situation. Students did not do as well forming a model once they had identified the essential aspects. Further work is recommended in developing strategies to help students with the model formation stage. To allow for a full experience of the process of mathematical modelling more time is needed than was given to this activity.
