Radoslav Božić1), Milenković Aleksandar2), Mitrović Slađana3)
1)Educons University, Faculty of Teacher Training, Novi Sad (Serbia)
2)University of Kragujevac, Faculty of Science, Kragujevac (Serbia)
3)University of Novi Sad, Faculty of Science, Novi Sad, Serbia
https://doi.org/10.53656/math2026-1-3-mmc
Abstract. In this paper, the influence of the mathematical modelling approach in computer-supported collaborative learning (CSCL final) on students’ knowledge of calculus contents, particularly the application of definite integral, is examined. The research was conducted with the final-grade students at the grammar school. Two groups of the students, the experimental and the control one, were observed. Both the groups learned in CSCL environment, while in the experimental group, mathematical modelling was applied. The work of the experimental group students during the whole mathematical modelling process was monitored and analyzed. Some examples of the students’ solutions are described. After the learning process of the integral contents, the students’ learning achievements were tested and compared. The results indicate that the use of mathematical modelling increases the students’ interest in solving the definite integral application problems. It is proved that the students who applied modelling process had better results than the students who did not.
Keywords: Calculus, Constructivism, Definite integral, Mathematical modelling, volume
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