course-details-portlet

MGLU4502 - Mathematical Modeling and Related Topics

About

Examination arrangement

Examination arrangement: School exam
Grade: Letter grades

Evaluation Weighting Duration Grade deviation Examination aids
School exam 100/100 6 hours HJELPEMIDD

Course content

This course contains topics that show the role of mathematics in selected practical and theoretical situations. One will look at models related to phenomena in nature and society and study the mathematics used in these models. Another topic is students' concept development and mathematization processes in modeling.

The mathematical topics in this course will be taken from various domains. One will, among other things, work with contexts for unlimited and limited growth, and for ratios and change.

Mathematical modeling will be discussed from different viewpoints, including a cognitive perspective. Here, the differences between problem solving and mathematical modeling will be important. Other central themes of the course could be transition from models of realistic contexts to students' models for mathematical reasoning as well as mathematizing real situations.

Emphasis will be placed on giving students practical experience with the use of digital tools in mathematics teaching, including conducting ICT-based teaching where modeling is central. Also, the current literature on mathematical modeling is discussed.

Learning outcome

Knowledge

The student

  • has advanced knowledge of how selected mathematical concepts, such as functions with special focus on rate of change and difference equations, can be applied in practical and theoretical situations,
  • has advanced knowledge of how statistics can be used in modeling,
  • has knowledge of different mathematical modeling cycles and how these are applied in practical and theoretical situations,
  • has knowledge of how to design mathematical modeling tasks and how it is different from a problem solving task,
  • has knowledge of the transition from models of realistic contexts to models for mathematical reasoning,
  • has advanced knowledge of how ICT can be integrated in teaching mathematical modeling.

Skills

The student

  • can organize students' opportunities for learning mathematics through modeling,
  • can use different contexts where change processes can be explained through the concept of rate of change,
  • can facilitate the transition from models of realistic contexts to models for mathematical reasoning,
  • can plan and carry out classroom-based activities related to modeling of phenomena,
  • can analyze observations of modeling activities in the mathematics classroom,
  • can plan and analyze the use of ICT tools in mathematics teaching related to modeling,
  • - can use statistics to model different realistic phenomena.

General competence

The student

  • has didactic competence that enables mathematics teaching via a modeling perspective,
  • has didactic competence that makes it possible to distinguish between modeling as a goal for teaching and as a method for teaching,
  • has didactic competence that enables the design and implementation of teaching where ICT-based modeling is central.

Learning methods and activities

The teaching and learning methods will alternate between lectures, literature studies, work on assignments (individually and groups), discussions, as well as oral students’ presentations. Academic discussions and interactions are important ways of working and learning, and it is expected that the candidates actively contribute to such activities. The teaching could be in English.

Compulsory assignments

  • One oral presentation
  • Up to eight written assignments

Further on evaluation

Compulsory work in the course:

  • One oral presentation
  • Up to eight written assignments. The number will be specified at the beginning of the semester.

The compulsory assignments are evaluated as approved/non approved. The oral presentation and 80% of the written assignments must be approved.

Assessment:

Written school exam (6 hours). The exam is assessed with letter grades A to F.

Aids: PC with specified software and websites. Permitted software and websites will be given at the start of the semester.

Specific conditions

Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 5-10 (MGLU5-10) - some programmes

Required previous knowledge

Passed Mathematics 1 (30 credtis) or equivalent.

Course materials

The course material is mainly scientific papers written in English. The final reading list will be published on Blackboard at the beginning of the semester.

More on the course

No

Facts

Version: 1
Credits:  15.0 SP
Study level: Second degree level

Coursework

Term no.: 1
Teaching semester:  SPRING 2025

Language of instruction: English, Norwegian

Location: Trondheim

Subject area(s)
  • Didactics in Mathematics
Contact information
Course coordinator:

Department with academic responsibility
Department of Teacher Education

Timetable

List view
Calendar view

Examination

Examination arrangement: School exam

Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Autumn UTS School exam 100/100 HJELPEMIDD 2024-11-20 09:00 PAPIR
Room Building Number of candidates
Spring ORD School exam 100/100 HJELPEMIDD 2025-05-23 09:00 PAPIR
Room Building Number of candidates
Storhall del 2 Idrettssenteret (Dragvoll) 18
  • * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
Examination

For more information regarding registration for examination and examination procedures, see "Innsida - Exams"

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