Chih-Pu Dai

Students frequently struggled with the mathematizing process – forging connections between implicit and explicit mathematical thinking – when solving a context-rich applied problem. The current research investigated how students interact with and leverage purposively designed ‘mathematizing’ supports when solving applied math problems in a game-based, inquiry-oriented math learning environment. We conducted a naturalistic observation case study and a mixed-method study to investigate middle school students’ usage of mathematizing supports in relation to their math problem-solving performance. The findings indicated a positive and predictive impact of using mathematizing supports on the logged and observed practice of mathematization as well as the performance of applied math problem solving by the students during and after gaming. However, not all students leverage in-game mathematizing supports or engage in problem mathematizing processes. The grounds of students’ constructive interaction with a mathematizing support include their productive persistence in problem solving, their exercise of agency in gauging the utility of mathematizing, and their engagement with deductive reasoning from concrete to abstract. We also observed an interplay between internal and external mathematizing supports, which is moderated by the modality of learning settings.