The Content Analysis of Mathematical Modelling Studies in Turkey: A Meta-synthesis Study


EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.40, no.178, pp.139-161, 2015 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 40 Issue: 178
  • Publication Date: 2015
  • Doi Number: 10.15390/eb.2014.4125
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.139-161
  • Keywords: Mathematical modelling, Modeling Approaches, Mathematics education, Content analysis, Meta- synthesis, SCHOOL, TEACHERS, TOOL
  • Gazi University Affiliated: Yes


Researchers expect better utilization in programs and a wider role in guiding future studies from the increasing number of studies carried out on mathematical modeling in recent years. Thus, systematic summary information is presented by descriptive content analysis of research about mathematical modeling in the field of mathematics education in Turkey. Afterwards, the studies were interpreted with a meta-synthesis (thematic content analysis) method from a critical perspective. In conclusion, it was found that mathematical modelling studies in Turkey have not yet reached adequate levels of scope and diversity and most of the studies are merely case studies or experimental studies investigating the effects of mathematical modeling. In Turkey, mathematical modeling is generally considered in the studies as a means to teach mathematics pedagogical objectives are mainly an area of consideration predominantly for researchers. Mathematical modeling has been applied mostly within the context of activities in the educational or contextual perspective. Finally, some suggestions were presented for future studies. The researchers proposed that to benefit more from mathematical modeling studies, (1) more empirical studies should be conducted, (2) more studies should be conducted in secondary and high schools and (3) researchers should give sufficient details about how the teaching was conducted using mathematical modelling.