| dc.description.abstract | This study explores the strategies and approaches grade ten learners in Eritrea use when studying a given mathematical model. In this study, ten learners selected from a grade ten mathematics class had been presented with a mathematical modelling task. The study has two different parts. Firstly, the observable behavior of learners when they studied a given model is discussed and analyzed. The model that was given to them was a module dealing with the "human development index". It was an excerpt from 1994 human development report. In this part, learners became familiarized with the whole process of modelling, which could help them to solve other related modelling problems. Secondly, observable behavior of learners, when they were engaged in constructing a similar model was analyzed. In this part, learners were asked to develop a community development index. Two methods of data collection were used. Participant observation with the help of videotaping. Interviews which were recorded on audio tape. Analysis was embedded in the conceptual model of activity system as proposed by Engestrom. Results of analysis of this study show that the main difference between the traditional and emerging activity systems of teaching-learning mathematics lies in the main components of the system - the tools, the rules, the division of labour and the object as well as the outcome of the system. Based on this study, the following recommendations to improve the quality of teaching-learning strategies of mathematics in Eritrean secondary schools are made. A variety of approaches and strategies of teaching-learning mathematics in general, and of mathematical modelling in particular, must be incorporated into the new curriculum design. Mathematical modelling problems should integrate many of the necessary skills, which allow learners to explore strategies of their own. Mathematical modelling problems could be introduced and tested in grade ten mathematics classrooms in the form of projects already required in the syllabus. | en_US |
