The role of the situation model in mathematical modelling: Task analyses, student cempetencies, and teacher interventions
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The role of the situation model in mathematical modelling : Task analyses, student cempetencies, and teacher interventions. / Leiss, Dominik; Schukajlow, Stanislaw; Blum, Werner et al.
In: Journal für Mathematik-Didaktik, Vol. 31, No. 1, 2010, p. 119-141.Research output: Journal contributions › Journal articles › Research › peer-review
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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 - Zeitschrift für Mathematikdidaktik (JMD)
JF - Zeitschrift für Mathematikdidaktik (JMD)
SN - 0173-5322
IS - 1
ER -