{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/78375"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/78375","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Students' mathematical modeling in algebra","abstract":"Mathematical modeling and algebraic reasoning are two important components of mathematics education. In this study, I taught a mathematical modeling lesson to high school Algebra I students. My goal was to understand how mathematical modeling and algebraic reasoning are related. To analyze students' modeling and reasoning, I adapted a coding scheme for identifying observable actions in mathematical modeling and created a coding scheme for identifying observable actions in algebraic reasoning. Using these coding templates, I analyzed three groups. I found that two groups followed iterative, non-linear modeling routes and used more algebraic reasoning, while one group followed a highly linear modeling route and did not use as much algebraic reasoning. In addition, I found that the later steps in the modeling cycle led to more algebraic reasoning than the early steps. The findings suggest that mathematical modeling does encourage algebraic reasoning, but not in all circumstances. In addition, the findings provide insight into tensions in teaching mathematical modeling and suggestions for the design of modeling lessons. To further understand how students learn algebra through mathematical modeling, I recommend further study in developing the coding template for identifying algebraic reasoning, studying the modeling behavior of more groups of students to understand other possible student modeling routes, and studying how students' modeling and reasoning changes over time.","abstract_html":"Mathematical modeling and algebraic reasoning are two important components of mathematics education. In this study, I taught a mathematical modeling lesson to high school Algebra I students. My goal was to understand how mathematical modeling and algebraic reasoning are related. To analyze students' modeling and reasoning, I adapted a coding scheme for identifying observable actions in mathematical modeling and created a coding scheme for identifying observable actions in algebraic reasoning. Using these coding templates, I analyzed three groups. I found that two groups followed iterative, non-linear modeling routes and used more algebraic reasoning, while one group followed a highly linear modeling route and did not use as much algebraic reasoning. In addition, I found that the later steps in the modeling cycle led to more algebraic reasoning than the early steps. The findings suggest that mathematical modeling does encourage algebraic reasoning, but not in all circumstances. In addition, the findings provide insight into tensions in teaching mathematical modeling and suggestions for the design of modeling lessons. To further understand how students learn algebra through mathematical modeling, I recommend further study in developing the coding template for identifying algebraic reasoning, studying the modeling behavior of more groups of students to understand other possible student modeling routes, and studying how students' modeling and reasoning changes over time.","abstract_has_math":false,"creators":["Deal, Jason Thomas"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-22T22:16:42Z","date_published":"2015-07-22T22:16:42Z","updated_at":"2026-07-22T22:26:11Z","subjects":["Algebra","Mathematics","Mathematics teaching","Modeling","Mathematical modeling","High school","Education"],"languages":["en"],"rights":["Copyright 2015 Jason Deal"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/78375","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Deal, Jason Thomas"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-07-22T22:16:42Z","2015-05","2015-04-15","2015-5"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Algebra","Mathematics","Mathematics teaching","Modeling","Mathematical modeling","High school","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Jason Deal"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/78375"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Mathematical modeling and algebraic reasoning are two important components of mathematics education. In this study, I taught a mathematical modeling lesson to high school Algebra I students. My goal was to understand how mathematical modeling and algebraic reasoning are related. To analyze students' modeling and reasoning, I adapted a coding scheme for identifying observable actions in mathematical modeling and created a coding scheme for identifying observable actions in algebraic reasoning. Using these coding templates, I analyzed three groups. I found that two groups followed iterative, non-linear modeling routes and used more algebraic reasoning, while one group followed a highly linear modeling route and did not use as much algebraic reasoning. In addition, I found that the later steps in the modeling cycle led to more algebraic reasoning than the early steps. The findings suggest that mathematical modeling does encourage algebraic reasoning, but not in all circumstances. In addition, the findings provide insight into tensions in teaching mathematical modeling and suggestions for the design of modeling lessons. To further understand how students learn algebra through mathematical modeling, I recommend further study in developing the coding template for identifying algebraic reasoning, studying the modeling behavior of more groups of students to understand other possible student modeling routes, and studying how students' modeling and reasoning changes over time.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Jason Deal, accepted the attached license on 2015-04-13 at 14:32.","The student, Jason Deal, submitted this Thesis for approval on 2015-04-13 at 14:39.","This Thesis was approved for publication on 2015-04-15 at 16:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #7838 on 2015-07-22 at 10:31:52","Made available in DSpace on 2015-07-22T22:16:42Z (GMT). No. of bitstreams: 2 DEAL-THESIS-2015.pdf: 11013550 bytes, checksum: d3ccf54c5c2c1fa14699db0b76d79c5d (MD5) LICENSE.txt: 4207 bytes, checksum: 52c28dea3431d25fb834e28d7e47ddf7 (MD5) Previous issue date: 2015-04-15"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Students' mathematical modeling in algebra"]}]}],"canonical_facts":{"dc:creator":["Deal, Jason Thomas"],"dc:date":["2015-07-22T22:16:42Z","2015-05","2015-04-15","2015-5"],"dc:description":["Mathematical modeling and algebraic reasoning are two important components of mathematics education. In this study, I taught a mathematical modeling lesson to high school Algebra I students. My goal was to understand how mathematical modeling and algebraic reasoning are related. To analyze students' modeling and reasoning, I adapted a coding scheme for identifying observable actions in mathematical modeling and created a coding scheme for identifying observable actions in algebraic reasoning. Using these coding templates, I analyzed three groups. I found that two groups followed iterative, non-linear modeling routes and used more algebraic reasoning, while one group followed a highly linear modeling route and did not use as much algebraic reasoning. In addition, I found that the later steps in the modeling cycle led to more algebraic reasoning than the early steps. The findings suggest that mathematical modeling does encourage algebraic reasoning, but not in all circumstances. In addition, the findings provide insight into tensions in teaching mathematical modeling and suggestions for the design of modeling lessons. To further understand how students learn algebra through mathematical modeling, I recommend further study in developing the coding template for identifying algebraic reasoning, studying the modeling behavior of more groups of students to understand other possible student modeling routes, and studying how students' modeling and reasoning changes over time.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Jason Deal, accepted the attached license on 2015-04-13 at 14:32.","The student, Jason Deal, submitted this Thesis for approval on 2015-04-13 at 14:39.","This Thesis was approved for publication on 2015-04-15 at 16:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #7838 on 2015-07-22 at 10:31:52","Made available in DSpace on 2015-07-22T22:16:42Z (GMT). No. of bitstreams: 2 DEAL-THESIS-2015.pdf: 11013550 bytes, checksum: d3ccf54c5c2c1fa14699db0b76d79c5d (MD5) LICENSE.txt: 4207 bytes, checksum: 52c28dea3431d25fb834e28d7e47ddf7 (MD5) Previous issue date: 2015-04-15"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/78375"],"dc:language":["en"],"dc:rights":["Copyright 2015 Jason Deal"],"dc:subject":["Algebra","Mathematics","Mathematics teaching","Modeling","Mathematical modeling","High school","Education"],"dc:title":["Students' mathematical modeling in algebra"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:11Z"}