Learning Mathematics Through Mathematical Modelling Processes Within Sports Day Activity

Sakon Tangkawsakul, Nuttapat Mookda, Weerawat Thaikam


In this study, we adapted the school sports day to provide opportunities to relate real-life situations with mathematical knowledge and skills. The purpose of this study was to describe the way that the teachers interact with their students and the students’ responses during mathematical modelling processes. The designing of the modelling task was inspired by the Realistic Fermi Problems about the bleacher in the school sports day. The modelling task was designed by a collaboration of mathematics teachers and educators and experimented with 10th-grade students. Each experiment lasted for 45 minutes and was conducted in the one-day camp with 45 students. The results showed that the students who had no previous experience of mathematical modelling engaged in mathematical modelling processes with their friends under the guidance and supporting of the teacher. Most of them were able to think, make assumptions, collect data, observe, make conjectures and create mathematical models to understand and solve the modelling task.   


Mathematical modelling;Realistic Fermi Problems

Full Text:



Ang, K. C. (2018). Mathematical modelling for teachers: Resources, pedagogy and practice. Routledge.

Ärlebäck, J. B., & Bergsten, C. (2013). On the use of realistic Fermi problems in introducing mathematical modelling in upper secondary mathematics. In Modeling Students' Mathematical Modeling Competencies (pp. 597-609). Springer, Dordrecht.

Blum, W., & Borromeo Ferri, R. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1), 45-58.

Borromeo Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education. Springer International Publishing.

Borromeo Ferri, R., & Mousoulides, N. (2017). Mathematical modelling as a prototype for interdisciplinary mathematics education? - Theoretical reflections. In T. Dooley & G. Gueudet (Eds.), Proceedings of CERME 10 (pp. 900-907). Dublin, Ireland: ERME.

Efthimiou, C. J., & Llewellyn, R. A. (2007). Cinema, Fermi problems and general education. Physics Education, 42(3), 253-261.

Kertil, M., & Gurel, C. (2016). Mathematical modeling: A bridge to STEM education. International Journal of Education in mathematics, science and Technology, 4(1), 44-55.

Sowder, J. T. (1992). Estimation and number sense. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (p. 371–389). Macmillan Publishing Co, Inc.

Sunee, Klainin. (2015). Mathematics education at school level in Thailand the development – The impact - The dilemmas. Retrieved from https://library.ipst.ac.th/handle/ipst/959

Tezer, M. (2019). The Role of Mathematical Modeling in STEM Integration and Education. In Theorizing STEM Education in the 21st Century. IntechOpen.

DOI: https://doi.org/10.46517/seamej.v10i2.108


  • There are currently no refbacks.

Indexed by:


Southeast Asian Mathematics Education Journal
SEAMEO Regional Centre for QITEP in Mathematics
Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman
Yogyakarta, Indonesia
Telp. +62 274 889955
Email: seamej@qitepinmath.org

p-ISSN: 2089-4716 | e-ISSN: 2721-8546

Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License

View My Stats