Analysis of Mathematical Ethnomodelling Competency Levels of Grade 12 Learners’ on Lotka-Volterra Model Predator-Prey Problem

Abstract

Background: Mathematical ethnomodelling is a prerequisite to conceptualising and comprehending mathematical concepts independently through reflective-critical thinking to solve real-world problems. Learners in grade 12 in their final Further Education and Training (FET) Phase examination in one of the examining bodies have demonstrated knowledge of mathematical modelling competencies in the Lotka-Volterra Model, despite a few challenges.

Aim: To analyse the level of mathematical modelling competency of grade 12 learners, and how they demonstrate knowledge of understanding when solving the Lotka-Volterra model predator-prey problems.

Setting: Data was gathered from 15 grade 12 learners of FET final exams by an examining body in South Africa, these learners were conveniently selected.

Method: The research design is qualitative on document analysis of real-world tasks on the Lotka-Volterra model. The data-gathering instrument of the study is the learners’ workings on mathematical modelling tasks.

Findings: The results indicated that 9 learners invoked their modelling competencies in the modelling problem of the Lotka-Volterra model to produce mathematical results. A lack of appropriate mathematical knowledge and techniques may also hinder learners operating at Levels 1 and 2 from moving on to the process of mathematization and mathematical working, even if they could simplify and structure the problem.

Conclusion: We advise teachers and teacher educators to be aware that if the mathematical model is insufficient or if the learners have a poor grasp of mathematics, they might be unable to arrive at a meaningful solution even though they are aware of a strategy that could be used to a task.