An Approach to Theory Based Modelling Tasks

Reit, Xenia-Rosemarie; Ludwig, Matthias

doi:10.1007/978-3-319-18272-8_6

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…However, it must be borne in mind how such tasks are implemented is a bigger issue than task design per se. Reit and Ludwig (2015) have used simple modelling tasks in their work that are designed for an holistic approach to both teaching and assessment. The tasks were designed to meet the following criteria: authenticity of context, realistic numerical values, possession of a problem solving character, a naturalistic format for the question and openness of solution approaches.…”

Section: Empirical Results Of Studies Focusing On Task Designmentioning

confidence: 99%

State of the Art on Modelling in Mathematics Education—Lines of Inquiry

Stillman

2019

Lines of Inquiry in Mathematical Modelling Research in Education

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This chapter provides a brief overview of the state of the art in research and curricula on mathematical modelling and applications of mathematics in education. Following a brief illustration of the nature of mathematical modelling in educational practice, research in real-world applications and mathematical modelling in mathematics curricula for schooling is overviewed. The theoretical and empirical lines of inquiry in mathematics education research related to teaching and learning of mathematical applications and mathematical modelling regularly in classrooms are then selectively highlighted. Finally, future directions are recommended.

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Section: Empirical Results Of Studies Focusing On Task Designmentioning

confidence: 99%

State of the Art on Modelling in Mathematics Education—Lines of Inquiry

Stillman

2019

Lines of Inquiry in Mathematical Modelling Research in Education

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“…These results finally yielded information about the influence of parallel thought operations on the complexity of the solution strategies. For the bigger study referred to above, five modelling tasks were developed according to predefined criteria (see Reit & Ludwig, 2015a;2015b). Three of these five tasks were randomly selected and published in a booklet which was distributed to the 1800 Grade 9 students (15 years of age) from German grammar schools.…”

Section: Methodsmentioning

confidence: 99%

An Analysis of Learners’ Solution Strategies in the Context of Modelling Tasks

Reit

Schäfer

2020

J. Math. Educ.

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It remains a challenge for teachers to integrate modeling tasks in everyday mathematics classes. Many studies have been conducted that show the difficulties faced by teachers. One of the challenging aspects in this regard is that of assessment. In the present study, a connection between structures of learners’ solution strategies and cognitive considerations is established to develop a practice-oriented instrument to determine and assess the complexity of solution strategies of modeling tasks. In this paper, the selected learners’ strategies’ structure was analyzed in-depth to identify the underlying cognitive structure. The results show that thought operations carried out in parallel complicated a solution strategy. However, the results also support a purely sequential thought operation approach without weighting parallel thought operations, which corresponds to an intuitive assessment procedure by mathematics teachers. As assessment is a great challenge for many teachers in the context of modeling tasks, this study provides a promising frame of reference for further research in this important domain of assessment and modeling.

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“…For our analyses, we used the more detailed modelling cycle from Blum and Leiss (2007), which is presented in the following example task. "Good modelling tasks" have special properties (Reit and Ludwig, 2015) that support this self-differentiating character of a task. They are open, i.e.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Case Study on Students’ Mathematical Modelling Processes considering the Achievement Level

Ostkirchen

Greefrath

2022

Model. Sci. Educ. Learn.

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La heterogeneidad puede tenerse en cuenta en el aula mediante el uso de tareas de autodiferenciación. En este sentido, desde el punto de vista matemático-didáctico, las tareas de modelización tienen un interés especial. El artículo se centra en la dimensión de heterogeneidad del rendimiento matemático y la competencia de modelización de los alumnos de 15 años. Se describirán los primeros resultados de un estudio de caso en el que se analiza en qué medida los procesos de una tarea de modelización varían con respecto al aspecto de los niveles de rendimiento.

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An Approach to Theory Based Modelling Tasks

Cited by 5 publications

References 4 publications

State of the Art on Modelling in Mathematics Education—Lines of Inquiry

State of the Art on Modelling in Mathematics Education—Lines of Inquiry

An Analysis of Learners’ Solution Strategies in the Context of Modelling Tasks

Case Study on Students’ Mathematical Modelling Processes considering the Achievement Level

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