Facilitating undergraduate students’ productive disciplinary engagement through model-eliciting activities (MEA).

Abstract

This study aims to describe a case of the emergence of Productive Disciplinary Engagement (PDE) in MEA and to illustrate how the PDE principles are elaborated through MEA. This qualitative case study involves four students at Undergraduate Mathematics Education Program in Indonesia engaged in MEA. Data sources in this study include video recordings of activities, the written answer to the MEA Task, and interviews. The results of this study indicate the emergence of PDE characterised by intellectual progress, in this case, checking and refining the completion and solution of the MEA Task, which is gradually becoming more sophisticated.