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Mathematical Investigation A mathematical investigation is typically defined as an investigation that involves a collection of mathematical and problem solving based issues. Such issues generally have multiple uses and purposes. They are typically open-ended in their content. There are generally more than one possible solution, and use more than one method in solving the issue at hand. Mathematical investigations may also consist of statistical data. Mathematical investigations are furthermore centered on some sort of theme or central issue/hypothesis (Marie, 2001). Mathematical investigation refers to the sustained exploration of a mathematical situation. It distinguishes itself from problem solving because it is open-ended. Mathematical investigation is more of a divergent activity. In mathematical
investigations, students are expected to pose their own problems after initial exploration of the mathematical situation. Ronda (2010) said that the exploration of the situation, the formulation of problems and its solution give opportunity for the development of independent mathematical thinking and in engaging in mathematical processes such as organizing and recording data, pattern searching, conjecturing, inferring, justifying and explaining conjectures and generalizations. What is essential is that the students will experience the following mathematical processes which are the emphasis of
mathematical investigation: (a) systematic exploration of the given situation; (b) formulating problems and conjectures and (c) attempting to provide mathematical justifications for the conjectures. A mathematical investigation is defined as a collection of worthwhile problemsolving tasks that has multidimensional content, is open-ended, permitting several acceptable solutions, is an exploration requiring a full period or several classes to complete, is centered on a theme or event and is often embedded in a focus question. In addition, a mathematical investigation involves a number of processes, which include researching outside sources to gather information, collecting data through such means as surveying, observing, or measuring, collaborating with each team member taking on specific jobs and using multiple strategies for reaching solutions and conclusions (Kerr & Reberger).
Mathematical Modeling Mathematical modeling is the use of mathematics to; (a) describe real-world phenomena; (b) investigate important questions about the observed world; (c) explain real-world phenomena; (d) test ideas and (e) make predictions about the real world (de Vries, 2011). The goal of the mathematical modeling curriculum is for students to pose their own questions about the world and to use mathematics to answer those questions (Abrams). The curriculum's culminating modeling experience is a project that has student groups create an original model and analysis for a question that they generate.
A mathematical model is the set of equations which describe the behavior of the system. Mathematical modeling is the art of translating problems from an application area into tractable mathematical formulations whose theoretical and numerical analysis provides in-sight, answers, and guidance useful for the originating application. Mathematical modeling; (1) is indispensable in many applications; (2) is successful in many further applications; (3) gives precision and direction for problem solution; (4) enables a thorough understanding of the system modeled; (5) prepares the way for better design or control of a system; (6) allows the efficient use of modern computing capabilities. Learning about mathematical modeling is an important step from a theoretical mathematical training to an application-oriented mathematical expertise, and makes the student fit for mastering the challenges of our modern technological culture (Neumaier, 2003).