Using qualitative and quantitative arguments in decision-making situations
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
Authors
Twenty-first century skills are said being key skills for preparing students for later life. A central element of these key skills is critical thinking, which comprises using qualitative and quantitative arguments in so called decision-making situations in real life. The present chapter outlines an empirical study aiming at supporting students in building up critical thinking by fostering the ability to use qualitative and quantitative arguments when solving modelling problems (as reperesentations of real-life decision-making situations) in mathematics education. 420 students from German middle-school classes took part in the intervention study. Results point out that working on decision-making situations by using mathematical modelling can change the students’ way of using arguments and making decisions, but making informed decisions is challenging students in general.
Original language | English |
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Title of host publication | International Horizons in Mathematics Modelling Education |
Editors | Toshikazu Ikeda, Akihiko Saeki, Vince Geiger, Gabriele Kaiser |
Number of pages | 11 |
Place of Publication | Cham |
Publisher | Springer International Publishing |
Publication date | 2025 |
Pages | 125–135 |
ISBN (print) | 978-3-031-53532-1, 978-3-031-53535-2 |
ISBN (electronic) | 978-3-031-53533-8 |
DOIs | |
Publication status | Published - 2025 |
Bibliographical note
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025
- Didactics of Mathematics
- Empirical education research