An investigation of the effect of mathematical modeling activities on the success of 7th grade students and of the student opinions

The research has two aims: to investigate whether the effects of modeling-based activities on students' mathematics achievement make a significant difference and to examine students' opinions on mathematical modeling activities. The research was designed within the scope of mathematics application courses in a state secondary school, in Karatay district of Konya. Mixed research design was used in the study. For the quantitative part of the research, an achievement test was prepared by using the questions of scholarship exams of previous years, Pisa and Timss, and it was decided to use this test as a pretest and posttest measurement tool after a validation and reliability study. Within the scope of the research, the test was applied to 3 classes from 7th grade that were randomly selected. After the pretest results were compared, it was determined that there was no significant difference between them, and 1 class was assigned as control group and 2 classes were assigned as experimental groups. With 27 and 29 students in the experimental groups, and 24 students in the control group, 80 students in total participated in the study. The courses were conducted in accordance with the mathematical modeling activities in the experimental groups and with the mathematics application curriculum in the control group. The study was carried out in mathematics application courses for 5 weeks, 2 lesson hours in each week. In the study, one teacher was assigned to the experimental and control groups, and the second experimental group was conducted by another teacher. In the qualitative part of the study, a total of 8 volunteer students with high (2 students), medium (4 students) and low (2 students) level success were selected from the experimental groups; and semi-structured interviews were conducted in order to determine their opinions on mathematical modeling activities in detail. In the study, one-factor ANOVA, dependent (related) sample t test and independent (unrelated) sample t test were used for the analysis of quantitative data, and descriptive analysis method was used for the analysis of qualitative data. As a result of the study, no significant difference was found between the mathematics achievement scores of the control and experimental groups. However, when the mean scores of posttest achievement scores of the students in each experimental group were compared to the control group, it was higher in the experimental ones. When the pretest and posttest scores of the experimental groups were compared, a significant difference was found between the results of each group. Thus, it was found that modeling activities developed in the study significantly affected mathematics achievement. No significant difference was found between the experimental groups in the study. This showed that modeling aided education by 2 different teachers with the same activities shows similar success rates. Therefore, in this study, modeling activities were found to be effective, irrespective of the teacher. Although there was no significant difference between the posttest average scores, some interviews were conducted to determine the reasons behind this, since the scores were found to be high in favor of the experimental groups. As a result of the interviews, it was found that the students had difficulty in determining the data in the activities and process they would choose. In addition, it was found that the students considered these activities as difficult at first but then easier, fun and challenging with following activities that make them see the mathematics in daily life and that enable them cooperate in group activities. Also, it was seen that using calculator and technology positively affected them. When the findings are taken into consideration, it is suggested to develop modeling activities based on different theoretical foundations and to conduct new studies with different classes and subjects. Key Words: Mathematical Modeling, Mathematical Modeling Activities.