TY - JOUR

T1 - The role of the situation model in mathematical modelling

T2 - Task analyses, student cempetencies, and teacher interventions

AU - Leiss, Dominik

AU - Schukajlow, Stanislaw

AU - Blum, Werner

AU - Messner, Rudolf

AU - Pekrun, Reinhard

PY - 2010

Y1 - 2010

N2 - In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training.

AB - In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training.

KW - Didactics of Mathematics

KW - Modelling competence

KW - Reading comprehension

KW - Situation model

KW - Word problem

KW - Teacher intervention

UR - http://www.scopus.com/inward/record.url?scp=84855342317&partnerID=8YFLogxK

U2 - 10.1007/s13138-010-0006-y

DO - 10.1007/s13138-010-0006-y

M3 - Journal articles

VL - 31

SP - 119

EP - 141

JO - Journal für Mathematik-Didaktik

JF - Journal für Mathematik-Didaktik

SN - 0173-5322

IS - 1

ER -