Grade 11 learners’ views on their engagement with mathematics through mathematical modelling

This study aimed at determining grade 11 learners’ views on their engagement with mathematics through mathematical modelling<b>. </b>The research participants came from three selected schools in the Tshinane Circuit. These participants included three grade 11 mathematics teachers and 60 grade 11 mathematics learners. Twenty grade 11 mathematics learners were selected from each of the three selected schools, namely school A, school B, and school C. The participants were selected through purposive sampling. The student engagement in mathematics scale which is a self-report measure was used to assess three dimensions of student engagement (social, emotional, and cognitive) on their engagement with mathematics through mathematical modelling. Data analyzed descriptive analysis method using statistical package for the social sciences version 20 and interpreted in terms of theoretical framework of the study based on student engagements and mathematical modelling which is defined as using mathematics to explain and define the events in real life, to test ideas and to make estimations about real life events. When student views were analyzed, many learners expressed that they do not really enjoy solving problems with graphing linear functions. Most of them believe that they may understand graphing of linear functions better if another approach is used in teaching them. If employed regularly, the mathematical modelling approach may help to improve the learners’ understanding by improving their focus and helping them remember the learning expectations in mathematics.