The effects of students' discussion in mathematical modelling

The main purpose of this paper is to analyze whether or not the presence of group discussion helps students to get better understanding of modelling process. We also analyze whether different effects are produced for Japanese undergraduate students who have little experience of mathematical modelling by varying the position of group discussion. Assessing students' performance in mathematical modelling requires the development of tests which are focused on key synthetic ideas of mathematical modelling. Grading students' responses to these complex questions requires carefully designed criteria for scoring. Using a rubric employing multiple-point scores appears to be more suited to this task than a traditional two-point (T/F) scoring.