Year: 2024
Type: article
Study design: Observational Study
Abstract: The role of cognitive and affective dimensions in mathematical modeling education was investigated, with a particular emphasis on the influence of mathematical values on student engagement and learning outcomes.A mixed-methods approach was employed, incorporating surveys and interviews with students from diverse educational contexts.This approach enabled the quantitative assessment of cognitive competencies alongside qualitative exploration of attitudes and values toward mathematics.It was found that values associated with realism and cognitive engagement significantly shape students' approaches to mathematical modeling, with cultural differences playing a critical role in the expression and prioritization of these values.The study highlights the necessity of cross-cultural research to elucidate how these values are cultivated across varying educational settings.Furthermore, it is argued that mathematical modeling instruction must be culturally responsive and attuned to the affective dimensions of learning to promote deeper engagement and enhance educational outcomes.The findings underscore the importance of integrating both cognitive and affective factors in the design of educational frameworks, offering insights for optimizing teaching strategies and fostering more effective learning environments.
Source: Education Science and Management
DOI: 10.56578/esm020405
Authors: Wasi Ur Rahman, Ishfaq Ahmad, Muhammad Khan, Mostafa Mrabti
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4408373965