RESEARCH PAPER
Competencies in Mathematical Modelling Tasks: An Error Analysis
Hanti Kotze 1  
 
 
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University of Johannesburg, Johannesburg, SOUTH AFRICA
CORRESPONDING AUTHOR
Hanti Kotze   

University of Johannesburg, Johannesburg, SOUTH AFRICA
Online publish date: 2018-06-02
Publish date: 2018-06-02
 
EURASIA J. Math., Sci Tech. Ed 2018;14(8):em1567
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ABSTRACT
This paper aimed to investigate the type of modelling task that may elicit competencies that are more aligned with demands from the biomedical technology industry. The inquiry identified strengths and weaknesses in students’ modelling competencies by analysing errors in two types of modelling tasks: atomistic and holistic. By using subtasks, errors could be identified according to the Newman error categories and compared with six modelling competencies according to the framework of Blum and Leiß. First-year biomedical technology students at a South African university made more errors in interpreting, validating and presenting, these being modelling competencies required to convert mathematical results to real-world results. The findings indicated that competencies embedded in atomistic tasks are more relevant to workplace demands in the local setting than those elicited in holistic modelling tasks. The implications for classroom practices are discussed.
 
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