Mathematics through the 5E Instructional Model and Mathematical Modelling: The Geometrical Objects
Murat Tezer 1  
More details
Hide details
Near East University, North Cyprus
Murat Tezer   

Near East University
Online publish date: 2017-07-31
Publish date: 2017-07-31
EURASIA J. Math., Sci Tech. Ed 2017;13(8):4789–4804
The aim of this research is to investigate the effect of education on the mathematical achievement, problem-solving skills and the views of students on the 5E instructional model and the mathematical modelling method for the “Geometric Objects” unit. The students were randomly selected from the 8th grade of a secondary school in Northern Cyprus. One group was the experimental group to which the 5E instructional model applied, and mathematical modelling was applied to the other. As a data collection tool, the “Geometrical Objects Multiple Choice Achievement Test” was applied to the experimental groups. As a result of statistical analysis, it was seen that the teaching provided by the 5E Instructional Model in Experimental group 1 and the Mathematical Modelling Method in the Experimental group 2 increased the academic achievement of the students; however, the mathematical modelling method was more successful in the mathematical achievement and problem-solving skills of the students.
Ağaç, G., & Masal, E. (2012). The relationship between 8th grade students’ opinions about problem solving, beliefs about mathematics, learned hopelessness and academics success. GAUN JSS, 216-229.
Akar, Ş. Ş. (2017). Examining mathematically gifted students’ mathematical creativity through the process of model eliciting activities. (Published PhD thesis). Hacettepe University Education Faculty, Ankara.
Baki, A., & Taliha, K. (2004). Characterizing high school students’ algebra knowledge in terms of procedural and conceptual knowledge. Turkish Education Science Journal 2(1), 184-210.
Biber, A. Ç., & Tuna, A. (2015). The views of mathematics teachers about the 5E instructional model. Erzincan University Journal of Education Faculty, 17(1), 175-196.
Blum, W. (2002). ICMI Study 14: Applications and modelling in mathematics education- discussion document. Educational Studies in Mathematics, 51(1/2), 149-171.
Buyukozturk, S. (2012). Deneysel çalışmalar (Experimental designs). PEGEM-A Publishing. Ankara.
Buyukozturk, S. (2017). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni spss uygulamaları ve yorum (Data Analysis Handbook for Social Sciences Statistics, Research Design SPSS Practices and Interpretation). PEGEM-A Publishing. Ankara.
Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills: A commissioned paper prepared for a workshop on exploring the intersection of science education and the development of 21st century skills. BSCS org Retrieved January, 26, 2012.
Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (Quantitative data analysis in the scientific research process with SPSS). PEGEM-A Publishing. Ankara.
Carreira, S., & Baioa, A. M. (2011). Students’ modelling routes in the context of object manipulation and experimentation in mathematics. In G. Kaiser, W. Blum, R. B. Ferri and G. Stillman (Eds.). Trends in teaching and learning of mathematical modelling: ICTMA 14, 211-220, Netherlands: Springer.
Cetinkaya, B., Kertil, M., Erbas, A. K., Korkmaz, H., Alacaci, C., & Cakiroglu, E. (2016). Pre-service teachers’ developing conceptions about the nature and pedagogy of mathematical modeling in the context of a mathematical modeling course. Mathematical Thinking and Learning, 18(4), 287-314.
Chapman, O. (2007). Mathematical modelling in high school mathematics: teachers’ thinking and practice. In W. Blum, P. L. Galbraith, H. W. Henn and M. Niss (Eds.). Modelling and applications in mathematics education: 14th ICMI Study, 325-332. New York: Springer.
Eisenkraft, A. (2003). Expanding the 5E model. Retrieved May 15, 2017, from
Fox, L. J. (2006). A justification for mathematical modelling experiences in the preparatory classroom. Paper presented at the 9th Annual Conference of the Mathematics Education Research Group of Australasia, Canberra, Australia.
Frejd, P. (2012). Teachers’ conceptions of mathematical modelling at Swedish Upper Secondary school. Journal of Mathematical Modelling and Application, 1(5), 17-40.
Fyfe, E. R., McNeil, N. M., & Borjas, S. (2015). Benefits of “concreteness fading” for children’s mathematics understanding. Learning and Instruction, 35, 104-120.
Galbraith, H. W. H., & Niss, M. (Eds.), Modelling and applications in mathematics education: 14th ICMI Study, 161-170. New York: Springer.
Gümüş, F. Ö., & Umay, A. (2017). Effect of problem solving strategies ınstruction on preservice elementary mathematics teachers’ conceptual / procedural solution preferences and problem solving performance. Elementary Education Online, 16(2), 746-764.
Guzel, E. B. (2016). Mathematical modeling in mathematics education for researchers, educators and students. PEGEM-A Publishing. Ankara.
Haines, C., & Crouch, R. (2010). Remarks on a modelling cycle and interpretation of behaviours. In R., Lesh, P. L. Galbraith, C. R. Haines, A. Hurford (Eds.), Modeling students’ mathematical modeling competencies (ICTMA 13) ( 145–154), New York: Springer.
Huang, R., & Shimizu, Y. (2016). Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective. ZDM Mathematics Education, 48, 393-409.
Kaymakci, Y. D. (2016). Embedding analogical reasoning into 5E learning model: A study of the solar system. Eurosia Journal of Mathematics, Science and Technology Education, 12(4), 881-911.
Kertil, M. (2008). Investigating problem solving ability of pre-service mathematics teachers in modeling process. (Published master thesis). Marmara University Education Faculty, İstanbul.
Lesh, R., & Yoon, C. (2007). What is distinctive in (our views about) models & modelling perspectives on mathematics problem solving, learning, and teaching? In W. Blum, P. L.
Meyer, W. J. (1984). Concepts of mathematical modeling. New York: McGraw-Hill.
Ministry of National Education Training and Education Committee Board. (2009). Primary school mathematics lesson; 6-8. Grades curriculum. Retrieved May 15, 2017, from
Ministry of National Education. (2013). Secondary school mathematics (9-12. grades). Retrieved May 15, 2017, from
NCTM (National Council of Teachers of Mathematics) (2016). Executive summary: principles and standards for school mathematics. Retrieved May 15, 2017, from
Ortiz, J., & Dos Santos, A. (2011). Mathematical modelling in secondary education: a case study. In G. Kaiser, W. Blum, R. B. Ferri and G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling: ICTMA 14, 127-135. Netherlands: Springer.
Ozguven, I. E. (1998). Psikolojik testler (Psychological tests). PDREM Publishing, Ankara.
Ozturan Sagirli, M. (2010). The effects of mathematical modelling method on derivative topic on secondary education students’ academic achievements and self-regulation skills. (Published Ph. D. Thesis). Atatürk University, Graduate School of Education Sciences, Department of Secondary Science and Mathematics Education, Erzurum.
Park, J. H. (2016). How can students generalize the chain rule? The roles of abduction in mathematical modeling. Eurosia Journal of Mathematics, Science and Technology Education, 12(9), 2331-2352.
Runisah Hemen, T., & Dahlan, J. A. (2016). The enchancement of students’ creative thinking skills in mathematics through the 5E learning cycle with metacognitive technique. International Journal of Education and Research, 4(7), 347-360.
Sakallı, A. F. (2011). The influence of constructivist 5E model about teaching complex numbers subject on students’ academic achievement and attitudes. (Published Master’s Thesis). Kahramanmaraş Sütçü İmam University, Mathematics Education Faculty, Kahramanmaraş.
Sinclair, N. et. al. (2016). Recent research on geometry education: an ICME-13 survey team report. ZDM Mathematics Education 48, 691-719.
Sünbül, A. M. (2010). Teaching principles and methods. Education Publications, Konya.
Tan, Ş. (2005). SPSS ve Excel uygulamalı temel istatistik-1 (SPSS and Excel Applied Basic Statistics-1). PEGEM-A Publishing, Ankara.
Tavsancil, E. (2005). Tutumların ölçülmesi ve spss ile veri analizi (Attitude measurement and data analysis with SPSS). Nobel Publishing, Ankara.
Thiel, O. (2010). Teachers’ attitudes towards mathematics in early childhood education. European Early Childhood Education Research Journal, 18(1), 105-115.
Toksoy, S. E., & Akdeniz, A. R. (2017). Determining students’ problem solving processes via hint supported problem solving instrument. Hacettepe University Journal of Education, 32(1), 185-208.
Ultay, N., & Calik, M. (2016). A comparison of different teaching designs of ‘acids and bases’ subject. Eurosia Journal of Mathematics, Science and Technology Education, 12(1), 57-86.
Usta, N. (2013). The effectiveness of the problem based learning method on secondary school students’ mathematics achievement, mathematics self-efficacy and problem solving skills. Gazi University, Mathematics Education Department, Ankara. Published PhD Thesis.
Vassiliou, A. (2011). Mathematics education in Europe. Common challenge and national policies. Education, Audiovisual and Culture Executive Agency P9 Eurydice. [Electronic Version]. Retrieved May 15, 2017, from /eurydice.
Voskoglou, M. G. (2006). The use of mathematical modelling as a tool for learning mathematics. Quaderni di Ricerca in Didattica, 16, 53-60.
Wernet, J. L. W. (2017). Classroom ınteractions around problem contexts and task authenticity in middle school mathematics. Mathematical Thinking and Learning, 19(2), 69-94.
Wilder, M., & Shuttleworth, P. (2005). Cell inquiry: a 5E learning cycle lesson. Science Activities, 41(4), 37- 43.
Zeytun, A. S., Cetinkaya, B., & Erbas, A. K. (2017). Understanding prospectives teachers’ mathematical modeling processes in the context of a mathematical modeling course. Eurasia Journal of Mathematics, Science & Technology Education, 13(3), 691-722.