The effect of teaching mathematical modeling problems on the students’ flow experiences

Given the fact that “modeling and applications” and learning them at school and University can better illustrate the application of mathematics in science, technology, and daily life, creating opportunities for students in order to broaden their modeling skills is one of the prominent topics in the mathematics education studies. Hence, in this research, 244 grade 10 female students were taught mathematical modeling problems through two teaching methods the direct teaching method which is teacher-centered, and the operative-strategic method which is student-centered. This study was conducted in 3 private high schools in Mashhad on the first semester of 2013-2014 academic year. The purpose of this study was to investigate the effect of teaching mathematicalmodeling problems through two different teaching methods on the students’ flow experiences in various mathematical problems (modeling problems,word problems andintra-mathematical problems).The research method was quantitative of quasi-experimental type. Data were gathered by a flow perception questionnaire in the Likert scale. The statistical analysis of the data using a repeated measures ANOVA Type II test indicated that teaching mathematical modeling problems had a beneficial effect on the students’ flow experiences in the real-world problems. In addition, the student-centered environments were good platforms for students to gain these positive experiences. Therefore, using modeling activities by teachers to make students interested in mathematics is important and necessary.