<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mustafa Gök</style></author><author><style face="normal" font="default" size="100%">Mehtap Taştepe</style></author><author><style face="normal" font="default" size="100%">Ahmet Ala Sarımurat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TECHNOLOGY-ENHANCED MATHEMATICAL MODELING IN FLIPPED LEARNING ENVIRONMENTS: CHALLENGES FOR PRE-SERVICE TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">flipped learning</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">online learning</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service mathematics teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4499562</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Due to the sudden closure of the university following a major earthquake, a mathematics education course was rapidly transformed into a fully online, technology-enhanced learning environment, offering a unique opportunity to examine how pre-service middle school mathematics teachers engage with mathematical modeling tasks within a flipped learning framework. Adopting a phenomenological approach, the research involves 51 pre-service middle school mathematics teachers enrolled in a mathematical modeling course in mathematics education. Data were collected through assignments, videos, reports from the Academic Learning Management System, GeoGebra records, and semi-structured interviews. The data obtained from the Academic Learning Management System and GeoGebra were analyzed via descriptive analysis, whereas the semi-structured interviews were examined via content analysis. Pre-service middle school mathematics teachers experienced difficulties in modeling competencies, particularly in applying subject matter knowledge effectively and integrating technology into the modeling process. Technology-enhanced learning environments emerged as a critical support mechanism for fostering the use of content knowledge and promoting mathematical modeling as a problem-solving approach. Structured guidance and the integration of interactive digital tools within flipped learning environments proved to be effective in addressing the challenges encountered during the modeling tasks.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">342-365</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ümit Karabıyık</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UPPER-SECONDARY STUDENTS' PROBLEM-POSING AND MATHEMATICAL MODELING SKILLS IN THE CONTEXT OF STEM EDUCATION AND 21ST CENTURY SKILLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">algebraic thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">problem-posing</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1741762238.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mathematical problem-posing and modeling are essential skills in developing students' analytical thinking and problem-solving abilities. This study aims to examine correlation between 9th-grade students' problem-posing and mathematical modeling skills within the learning domain of numbers and algebra. Additionally, it evaluates students' mathematical modeling skills in relation to their 8th-grade mathematics scores from the Upper-secondary Entrance Examination (LGS). The research employs a quantitative approach, utilizing the relational survey technique. The study sample consists of 24 ninth-grade students from a private Upper-secondary school affiliated with the Ministry of National Education of the Republic of Turkey, selected through an accessible sampling method. The data were obtained from the students' examination results, problem-posing activities, and mathematical modeling questions. The data were examined using t-tests, Kruskal-Wallis tests, correlation analysis, and regression analysis. The findings indicated a significant relationship between ninth-grade students' problem-solving skills and mathematical modeling abilities. This relationship was found to be positive and moderate. The simple regression analysis of correlation between the two skills showed that the scores obtained from the problem-posing activities significantly predicted the scores obtained from the mathematical modeling questions. It was observed that problem-solving skills positively influenced mathematical modeling skills. In addition, it was concluded that there was no significant difference between students' LGS mathematics scores and their mathematical modeling skills, and that students with different mathematics score ranges showed similar performance in modeling questions. As a result, this study offers practical suggestions for improving education from the perspective of STEM education and 21st century skills.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">81-100</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ramazan Gürbüz</style></author><author><style face="normal" font="default" size="100%">Muammer   Çalık</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTERTWINING MATHEMATICAL MODELING WITH ENVIRONMENTAL ISSUES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environmental issues</style></keyword><keyword><style  face="normal" font="default" size="100%">interdisciplinary approach</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical modeling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1623676777.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Since contemporary learning theories, strategies and models offer the interdisciplinary approach, educators need new pedagogical alternative ways to attain it in practicum. For this reason, the current research aimed to illustrate how to intertwine mathematical modeling with an environmental issue that recruits waste management (e.g., reuse-recycle-reduce) to live an environmentally friendly lifestyle. Through a case study research, 6 seventh-grade students (3 females and 3 males; aged 13-14) voluntarily participated in the research. The researchers videotaped and analyzed all interactive learning processes to elicit the students’ environmental dialogues. The results indicated that the interdisciplinary mathematical modeling afforded the students to acquire the targeted environmental concepts/issues and somewhat supported their arguments. Since the current research illustrates an alternative pedagogy to integrate science/environmental education into mathematics, it may be used to facilitate dissemination and applicability of the STEM education. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">412-424</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Boris  Yarinovsky</style></author><author><style face="normal" font="default" size="100%">Ilmars  Kangro</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MATHEMATICAL MODELLING WITH USE INFORMATION-COMMUNICATION TECHNOLOGIES IN COURSE STUDYING ECOLOGICAL TOXICOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ecological toxicology</style></keyword><keyword><style  face="normal" font="default" size="100%">information-communication technology</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical modeling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1396707300.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Ecological toxicology (ET) - one of is natural-scientific (NSE) courses for which studying theoretical knowledge of mathematics is necessary, for chemistry, biology and others NSE courses. Biological experiments are necessary for fastening of theoretical knowledge on laboratory animal and biological test objects. For carrying out of such experiments laboratory animals, biological objects are required, and also the necessary equipment, reactants, etc. Considering the humane relation to animals and restriction of their use in experiments, methods of mathematical modeling in course studying &quot;ЕТ&quot; are offered. Besides, use of interactive control facilities by the information allows modeling some processes in ET. Authors conduct researches at engineering faculty of the Rezekne Higher Education Institution by preparation of engineers of protection of environment. As a result of the spent researches it is established that at students the greatest interest to studying as course ET, and a course - &quot;Mathematical methods in environmental science&quot; is shown. Students can visually see practical use of mathematical methods in is natural-scientific courses. ICT application supplements better mastering of a material at a studied course. Mathematical modeling with use ICT in course studying ET raises progress of students and gives the chance to use theoretical knowledge on the mathematician. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">59-65</style></section></record></records></xml>