Curriculum 2B: Mathematics 11-12 Extension Assessment 2

Word Count Ex References: 2065

Part A: How important is modelling with real world applications?

Education is a powerful tool in preparing students for life beyond school emphasising that it
is crucial that the learning students undertake can be modelled with real-world applications
allowing students to make connections between their learning and the real-world. The
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2016), emphasises the
importance of student capability in applying mathematics to a range of problems faced in
the real-world context. The education community is in effective agreement on the
significance of connecting classroom mathematics to the real world (Gainsburg, 2008).
Research has highlighted the significance and urgency of modelling learning with real-world
applications as this connection is expected to produce many benefits including increased
motivation in learning, the enhancement of student understanding of learning concepts, as
well as assist in the application of learning to real problems faced throughout students’ lives
(Gainsburg, 2008). Despite the intriguing benefits, there are a number of perspective issues
that are brought to light concerning the application of modelling mathematics learning with
real world applications, including the development and design of teaching and learning
materials and activities as well as the application being subject to many open ended
responses (Blum, 2002 and Geiger et.al, 2018). This paper will provide a critical research on
the importance of modelling with real world applications, issues accompanied by the
approach as well as an informed viewpoint with supporting research.

There is a growing concern within Australia as well as around the world regarding students’
engagement and motivation in the mathematics discipline. Posing authentic models
relevant to the real-world cultural experiences of students has been found to be crucial to
increase student engagement as well as shift students’ views about mathematics seeing it as
a transformative tool in their life beyond school (Matthews, 2018). The modelling of real-
world applications in mathematics allows for the dimensions of content, process, situation
and product authenticity to be preserved whilst demonstrating to students how and where
the application of mathematics beyond schooling in a variety of contexts occurs, enriching
the purpose, nature and role of their learning whilst also supporting the creation of its
meaning and interpretation (Galbraith 2013 and Blum, 2002). As a result of students
perceiving the value of mathematics, students are more likely to become engaged and
involved in learning of mathematical concepts (Matthews, 2018). This is evident in a
research investigation where a role play modelling a real-world application of mathematics
took place and saw students instantly become engaged and involved (Sawatzki, 2014). From
this investigation, many teachers reported that modelling real-world applications allows for
social and mathematical dimensions of learning to take place allowing for the establishment
of clear reference to the use and relevance of the mathematical concepts to the context
being modelled creating both meaning, sense making and application of mathematical
concepts administering an increase in student engagement (Sawatzki, 2014 and Blum,
2002). This provides students with important opportunities for the development of deeper
understanding of the learning concepts (Galbraith, 2013).

Meyer, Dekker and Querelle (2001) argue that contexts play a significant role in providing an
anchor for mathematical understanding. Understanding mathematics in and through using
real-life experiences has been found to develop students conceptual understanding,
particularly for students struggling with the content (Matthews, 2018). The use of modelling
with real-world applications in mathematics requires “students to draw on both social and
mathematical understandings simultaneously and in collaboration as part of problem-
solving and decision making” (Sawatzki, 2014, p.559) creating a challenge for students. This
approach supports the mathematical learning rather than overwhelming it as contemporary
research h has seen teachers report hat through the use of modelling with real-world
applications students are able to relate to the modelled application through their own
experiences enhancing their understanding of the context and problem question in return
increasing students confidence to begin problem solving (Sawatzki, 2014). Real-world
modelling of mathematical concepts has been found to contribute towards the construction
of deeper understanding and longer retention of the of learning, as well as the relations to
the real-world possibly improving attitudes to learning. Teachers have praised tasks which
model with real-world applications for “deepening student’s understanding of mathematical
concepts through informal meanings and connections” (Gainsburg, 2008, p.212). An
investigation into modelling with real-world applications in mathematics saw that the
approach provided opportunity for students to extensively interpret and apply concepts
distinctively better than in the case of pure mathematical procedure (Blum, 2002).

However, there is a split in teacher’s belief in the appropriate timing to utilise modelling
with real-world applications for the approach to allow for enriched student understanding.
Teachers have suggested utilisation of the model only after they have covered the learning
material whilst other teachers would use it as a beginner to stimulate an inquiry-based
approach (Gainsburg, 2008). Both beliefs are adequate and require the teachers to know
their students and how they learn in order to effectively apply the approach ensuring it
provides an opportunity for enhanced understanding of concepts for all students (Sawatzki
2014).

It is crucial that teachers know their students in both aspects of how they learn as well
importantly the background of the student to ensure that the real-world modelling can be
effectively implemented and inclusive for all students. The success of modelling real-world
applications varies dependant on sociocultural background of students as the approach may
result in less clarity of the purpose of the task for students classified as being from a lower
socio-economic background as students experience different material life conditions
(Sawatzki, 2014). The use of modelled applications may be realistic for some students,
however, may also be very well outside the ordinary experiences of other students resulting
in the creation of exclusion among students already experiencing disadvantage. Hence, it is
arguable that in order for teachers to avoid or overcome the issue of exclusion when
modelling with real world applications, it is crucial that care is heavily considered during the
creation or selection of real-world applications that will in fact be meaningful to enhancing
student understanding given their background, characteristics as well as interests
emphasizing the importance of teachers knowing and understanding their students
(Sawatzki, 2014).

Further, recent studies have highlighted the importance of modelling real-world applications
of mathematics as there is an increasing significance of mathematical literacy in
contemporary workplaces emphasising the need for employees to understand the meaning
of calculations carried out within the workplace context (Gainsburg, 2008). As modelling
using real world applications is a factor found to contribute to enhanced understanding,
students are able to proficiently apply the mathematical concepts they understand to solve
problems arising in the workplace as well as in everyday life (Galbraith, 2013). The
application of previously learnt concepts allows for situation authenticity to take place
which is a significant aspect as it validates the modelling exercise through direct application
in the workplace or real world (Gailbraith, 2013). Hence, this highlights the importance of
modelling real world applications is that it drives the process of problem solving of
mathematical concepts which can also be applied when faced with problems beyond the
schooling life (Galbraith, 2013).

The modelling of real-world contexts has proved its importance to student engagement,
understanding of concepts and application in the life beyond school, however the approach
brings with it issues which need to be considered. In order modelling of real-world contexts
to be effectively applied, teachers need to time to develop and design learning materials
and activities which encompass effective modelling real-world applications (Blum, 2007).
The development and design of teaching and learning materials is crucial as it forms a factor
of the construction of rich learning environments where improved transferability of learning
competencies through modelling contexts can effectively occur, however this takes time in
both the perspective of planning as well as in the perspective of more time and room
required within the curriculum. In order for rich modelling which supports real-world
applicates drawing on a range of contexts and problems to be established for application
within the classroom, teachers need to be allocated appropriate time to carry out the
designing and planning as well as the curriculum ensuring it provides sufficient allocation of
time and space for this approach to take place (Blum, 2007).

Further, mathematical modelling of real-world applications comprises of different elements

and characteristics including posing and problem solving of open-ended questions which is
seen as an issue by many within the field of teaching. Modelling application tasks are
developed in a sense that encourages students to decide when their solution is satisfying
inferring that there is not a single right answer causing an issue in marking solutions by
teachers (Matson, 2018). In assessment, it is crucial that questions which model real-world
applications include assumptions to ensure that there is somewhat control in the possible
solutions to ensure that assessment of student achievement can be effectively assessed
with less complication (Blum, 2002). Therefore, openness in modelling real-world
applications does not imply that there is no correct answer for a mathematical calculation,
but rather focuses on the calculation process underlying the modelled solution being correct
(Matson, 2018).

Personally, through the above research and individual analysis on the approach of modelling
real-world applications in mathematics, I am convinced that the modelling of real-world
application in learning is significantly important. The approach entails both positive aspects
as well as being confronted with some issues, however the positive outcomes have a strong
position. It is crucial that the usefulness and real-world relevance of mathematical concepts
are highlighted for students to appreciate mathematics creating increased engagement in
the learning of mathematical concepts (Sawatzki, 2014 and Blum, 2002). With increased
engagement and motivation, there is an opportunity for the development of deeper
understanding of the learning concepts (Galbraith, 2013). Mathematics modelling allows
students to recognise what mathematics is and how it can be used allowing students to
have improved retention and comprehension of the learnt concepts whilst being supported
in the development of mathematical literacy and understanding (Matson, 2018). Further,
the use of modelling real world problems promotes for a use of a range of skills by students
which are required throughout their life beyond school, including critical and creative
thinking, communication, collaboration, problem solving, making assumptions, analysing,
evaluating and refining (Matson, 2018). Despite that development and design of learning
materials and activities that model real-world applications may be time consuming and
require a great amount of care in order to be effective and inclusive, teachers have a
responsibility for enhancing student learning experiences (Diamond et al.,2004) and this
approach gives teachers the opportunity to attempt to enhance the student learning
experience (Matson, 2018).
Overall, the importance of modelling with real-world applications has been explored
consideration of the constructive aspects as well as the issues that accompany the
approach. It is evident that the approach is a strong foundation for the creation of effective
outcomes as well as requires careful consideration by both teachers and the governing
bodies of the curriculum. Modelling through real-world applications sees many benefits and
is encouraged to be used within learning environments as it provides students with long life
learning experiences which they can apply beyond the classroom.
Part B

The above 2019 Mathematics Advanced HSC question is a model of real-world application of
mathematics from the Financial Mathematics unit of work “Modelling Financial Situations”.

The outcomes which this question targets include MA12-2 “models and solves problems and
makes informed decisions about financial situations using mathematical reasoning and
techniques” and MA12-4 “applies the concepts and techniques of arithmetic and geometric
sequences and series in the solution of problems” (NESA, 2017). These outcomes in hand
with the question model a real-world application of the learning, allowing students to
transfer their understanding of mathematical concepts to situations which are relevant to
the life beyond school (Blum, 2007). This question allows students to demonstrate their
understanding of the relationship between mathematical models and real-world problems.
The real-world modelling question allows students to draw on social and mathematical
understandings as part of financial problem solving and decision making (Sawatzki, 2014).
This question is effective as it allows students to link financial mathematics to life problems
which may be faced beyond the classroom throughout a student’s life where their
understanding and knowledge of mathematical content and problem solving will be both
meaningful and useful (Galbraith, 2013). The question is also effective in assessing student
understanding as it provides assumptions which provide limitation for the question to be
open ended emphasising a focus on the calculation process (Matson, 2018).
References
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Blum, W. (2002). ICMI Study 14: Applications and modelling in mathematics education–
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Blum, W., & International Commission on Mathematical Instruction. (2007).  Modelling

and applications in mathematics education : The 14th ICMI study (New ICMI
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Diamond, J. B., Randolph, A., & Spillane, J. P. (2004). Teachers' expectations and sense of
responsibility for student learning: The importance of race, class, and organizational
habitus. Anthropology & education quarterly, 35(1), 75-98.

Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of

Mathematics Teacher Education, 11(3), 199-219.

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Mix. Mathematics Education Research Group of Australasia.

Geiger, V., Stillman, G., Brown, J., Galbriath, P., & Niss, M. (2018). Using mathematics to
solve real world problems: the role of enablers. Mathematics Education Research
Journal, 30(1), 7-19.

Matson, K. (2018). Teachers' Perspectives on How They Learn Mathematical

Modeling (Doctoral dissertation, George Mason University).

Matthews, J. (2018). When Am I Ever Going to Use This in the Real World? Cognitive
Flexibility and Urban Adolescents’ Negotiation of the Value of
Mathematics. Journal of Educational Psychology, 110(5), 726-746.

Meyer, M., Dekker, T., & Querelle, N. (2001). Contexts in Mathematics Curriculum.
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NESA (2017). Mathematics Advanced Stage 6 Syllabus 2017. Retrieved from:

 https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/stage-6-mathematics/mathematics-advanced-2017

Sawatzki, C. (2014). Connecting Social and Mathematical Thinking: The Use of" Real Life"
Contexts. Mathematics Education Research Group of Australasia.