Fostering mathematical thinking and social interaction: Third graders reflections on modeling tasks

Abstract

The purpose of this qualitative study is to investigate third-grade students' perspectives on the mathematical modeling process. The study employed a qualitative research design, and nine students enrolled in a public primary school in Istanbul were selected through purposive sampling. Prior to conducting individual interviews, a preparatory phase lasting six weeks (18 hours in total) was implemented. A semi-structured interview form developed by the researchers was utilized as the data collection instrument. The collected data were analyzed through content analysis, which yielded three themes—Mathematical Modeling Process, Affective Impact, and Social Relationships—organizing the categories and codes derived from student interviews and structuring the findings that follow. The analysis revealed that students perceived mathematical modeling problems as more challenging and requiring more intensive thinking compared to routine problems. However, as the process progressed, students reported finding mathematics lessons easier and demonstrated improvement in their problem-solving skills. In terms of affective outcomes, the modeling process contributed to the development of positive attitudes toward mathematics, helped students establish connections between mathematics and daily life, and encouraged collaboration within groups. Students also expressed a desire for the continuation of such activities. Regarding social outcomes, the process enabled students to express their ideas freely, and encountering different opinions promoted behaviors such as self-monitoring, revision, and comparison. Furthermore, it was found that the process strengthened group cohesion.