Using qualitative and quantitative arguments in decision-making situations
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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International Horizons in Mathematics Modelling Education. ed. / Toshikazu Ikeda; Akihiko Saeki; Vince Geiger; Gabriele Kaiser. Cham: Springer International Publishing, 2025. p. 125–135 (International Perspectives on the Teaching and Learning of Mathematical Modelling).
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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TY - CHAP
T1 - Using qualitative and quantitative arguments in decision-making situations
AU - Hagena, Maike
AU - Besser, Michael
AU - Schlüter, Dominik
AU - Leiss, Dominik
N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
PY - 2025
Y1 - 2025
N2 - 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.
AB - 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.
KW - Decision making
KW - Integrated training
KW - Intervention study
KW - Mathematical modelling
KW - Qualitative and quantitative arguments
KW - Separated training
KW - Mathematics
UR - http://www.scopus.com/inward/record.url?scp=105013788875&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-53533-8_8
DO - 10.1007/978-3-031-53533-8_8
M3 - Contributions to collected editions/anthologies
SN - 978-3-031-53532-1
SN - 978-3-031-53535-2
T3 - International Perspectives on the Teaching and Learning of Mathematical Modelling
SP - 125
EP - 135
BT - International Horizons in Mathematics Modelling Education
A2 - Ikeda, Toshikazu
A2 - Saeki, Akihiko
A2 - Geiger, Vince
A2 - Kaiser, Gabriele
PB - Springer International Publishing
CY - Cham
ER -