Abstract:

This study aimed to investigate how individual and group work influenced the process of and mathematics teacher trainees’ performance in modeling activities. Qualitative methods were used in this case study. The participants were 75 mathematics teacher trainees doing an MA degree (without dissertation) at a state university. In order to investigate the effects of individual and group work on the modeling process and performance, the participants carried out problem solving activities appropriate to the modeling approach. The activity sheets were handed out to the students and were collected after they studied the activities for a while. Subsequently, the students were divided into groups and this time they were instructed to study the activities in groups. For all activities, the percentage of correct answers in group work was about one and a half times more than that in individual work. In group work, the percentage of wrong answers decreased by almost 50% compared to individual work. Likewise, in group work, there was a decline in the categories of partial answer and no answer in comparison to individual work. Moreover, in group work, realistic figures and models were used more than they were used in individual work. It is widely acknowledged that the socio-constructivist learning environment, which includes group work, increases the percentage of correct solutions to non-routine problems. Similarly, in this study, group work was observed to be more effective in the solution of modeling activities and questions which were in the form of non-routine, unusual problems. Key words: Mathematical modeling, group work, individual work

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