Examination of secondary students' mathematical modeling with the help of video-based problems

In this research, it is aimed to compare the modeling competencies of the eighth grade secondary school students in the environment in which the modeling problems are presented on a video basis and in the environment presented using the worksheet, and to determine the change over time. The sample of the research consists of 40 eighth grade students studying in a secondary school in Gaziantep in the 2021-2022 academic year. The environment in which video-based modeling situations are used and the environment in which the modeling situations reflected on the worksheet are used are examined using a comparative case study. When the findings of the three problems presented were examined, both the video group and the worksheet group successfully noticed the variables given in the case of MM and were able to make sense of the situation. It was determined that the group using video during the simplification and structuring phase determined more real-life variables and assigned values to these variables, so it was more successful than the group using worksheets. Similarly, the video group built more complex mathematical models, but both groups used arithmetic notation to express their models. There was no remarkable difference in the mathematical solution and interpretation stages. When the change in modeling competencies of both groups over time was examined, no regular increase was detected. The differences between the two groups in this study are thought to be due to video-based modeling problems. Although it does not affect all modeling competencies, it is recommended to use video-based modeling problems at secondary school level for partial competencies. Keywords: Mathematical modeling, Mathematical modeling competencies, Middle school students, Technology-based environment