Improving Mathematical Modelling by Fostering Measurement Sense: An Intervention Study with Pre-service Mathematics Teachers

Research output: Contributions to collected editions/worksChapterpeer-review

Authors

  • Maike Hagena

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.

Original languageEnglish
Title of host publicationMathematical Modelling in Education Research and Practice : Cultural, Social and Cognitive Influences
EditorsGloria Ann Stillman, Werner Blum, Maria Salett Biembengut
Number of pages10
Place of PublicationCham
PublisherSpringer Science and Business Media B.V.
Publication date2015
Pages185-194
ISBN (print)978-3-319-18271-1, 978-3-319-36935-8
ISBN (electronic)978-3-319-18272-8
DOIs
Publication statusPublished - 2015

    Research areas

  • Everyday Mathematics, Mathematical Modelling Tasks, Modelling Competency, Sensor Measurements (MS), University Mathematics Courses
  • Mathematics

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