Improving Mathematical Modelling by Fostering Measurement Sense: An Intervention Study with Pre-service Mathematics Teachers
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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Improving Mathematical Modelling by Fostering Measurement Sense : An Intervention Study with Pre-service Mathematics Teachers. / Hagena, Maike.
Mathematical Modelling in Education Research and Practice: Cultural, Social and Cognitive Influences. Hrsg. / Gloria Ann Stillman; Werner Blum; Maria Salett Biembengut. Cham : Springer Science and Business Media B.V., 2015. S. 185-194 (International Perspectives on the Teaching and Learning of Mathematical Modelling).Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
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TY - CHAP
T1 - Improving Mathematical Modelling by Fostering Measurement Sense
T2 - An Intervention Study with Pre-service Mathematics Teachers
AU - Hagena, Maike
PY - 2015
Y1 - 2015
N2 - Working on mathematical modelling tasks often requires knowledge about different inner-mathematical content of everyday mathematics. It is especially the ability to handle quantities – that is mainly: having a feeling for units of measurement (measurement sense) – being needed to work on modelling tasks successfully. There is nothing known about how modelling competency and measurement sense align. To remedy this, an intervention study with pre-post test design has been conducted focusing on: “Is it possible to improve pre-service teachers’ modelling performances by fostering measurement sense?” Forty-eight pre-service teachers out of an experimental group have been trained in measurement sense regarding the quantities, length and area. Another 45 pre-service teachers have been part of a control group. Analysis of pre-service teachers’ performances on a modelling-test at the end of the intervention study revealed that pre-service teachers in the experimental group outperformed their counterparts in the control group.
AB - Working on mathematical modelling tasks often requires knowledge about different inner-mathematical content of everyday mathematics. It is especially the ability to handle quantities – that is mainly: having a feeling for units of measurement (measurement sense) – being needed to work on modelling tasks successfully. There is nothing known about how modelling competency and measurement sense align. To remedy this, an intervention study with pre-post test design has been conducted focusing on: “Is it possible to improve pre-service teachers’ modelling performances by fostering measurement sense?” Forty-eight pre-service teachers out of an experimental group have been trained in measurement sense regarding the quantities, length and area. Another 45 pre-service teachers have been part of a control group. Analysis of pre-service teachers’ performances on a modelling-test at the end of the intervention study revealed that pre-service teachers in the experimental group outperformed their counterparts in the control group.
KW - Everyday Mathematics
KW - Mathematical Modelling Tasks
KW - Modelling Competency
KW - Sensor Measurements (MS)
KW - University Mathematics Courses
KW - Mathematics
UR - http://www.scopus.com/inward/record.url?scp=85101974353&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-18272-8_14
DO - 10.1007/978-3-319-18272-8_14
M3 - Chapter
AN - SCOPUS:85101974353
SN - 978-3-319-18271-1
SN - 978-3-319-36935-8
T3 - International Perspectives on the Teaching and Learning of Mathematical Modelling
SP - 185
EP - 194
BT - Mathematical Modelling in Education Research and Practice
A2 - Stillman, Gloria Ann
A2 - Blum, Werner
A2 - Biembengut, Maria Salett
PB - Springer Science and Business Media B.V.
CY - Cham
ER -