Documenting the Development of Modelling Competencies of Grade 7 Mathematics Students

Biccard, Piera; Wessels, Dirk

doi:10.1007/978-94-007-0910-2_37

Cited by 46 publications

(48 citation statements)

References 9 publications

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“…At the end of the study the modelling competencies were more developed but interpreting and validating remained weak throughout. It was also found that mathematising was dependent on understanding and simplifying (Biccard & Wessels, 2011). Similarly found that 135 grade 9 students in Germany had no improvement in interpreting the solution in the realistic context using a pre and post test that assessed modelling sub-competencies.…”

Section: Modelling Competencies/abilitymentioning

confidence: 93%

“…There were three studies that looked at gender in their analysis (Bracke & Geiger, 2011;Brown, 2013;. There was one study that compared the solutions of high and low mathematics achieving students (Biccard & Wessels, 2011) and one study that compared a treatment group of medium mathematics ability students with a control group of high mathematics ability students (Dunne & Galbraith, 2003). Four studies also compared students based on different grade levels Mousoulides et al, 2008;Mousoulides et al, 2010;Yanagimoto & Yoshimura, 2013).…”

Section: Populationmentioning

confidence: 99%

“…Modelling competencies specifically entail understanding the realistic problem and setting up a model based on reality, setting up a mathematical model from the real world, solving mathematical questions within a mathematical model, interpreting mathematical results in a real solution, validating a solution, metacognition, effective communication and argumentation, and positive attitudes toward real world application problems (MaaB, 2006). Three other studies used these descriptions for their understanding of modelling competencies (Biccard & Wessels, 2011;MaaB, 2007). Taking a more narrow view of modelling competencies, Ludwig and Reit (2013) have developed 6 modelling competency stages that describe how far participants progress through the modelling cycle, based on Blum and LeiB's (2007) modelling cycle.…”

Section: Modelling Competencies/abilitymentioning

confidence: 99%

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What Is Known about Secondary Grades Mathematical Modelling --A Review

Stohlmann¹,

DeVaul²,

Allen³

et al. 2016

JMR

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Mathematical modelling is garnering more attention and focus at the secondary level in many different countries because of the knowledge and skills that students can develop from this approach. This paper serves to summarize what is it known about secondary mathematical modelling to guide future research. A targeted and general literature search was conducted and studies were summarized based on four categories: assessment data collected, unit of analysis studied, population, and effectiveness. It was found that there were five main units of analysis into which the studies could be categorized: modelling process/sub-activities, modelling competencies/ability, blockages/difficulties during the modelling process, students' beliefs, and construction of knowledge. The main findings from each of these units of analysis is discussed along with future research that is needed.

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Section: Modelling Competencies/abilitymentioning

confidence: 93%

Section: Populationmentioning

confidence: 99%

Section: Modelling Competencies/abilitymentioning

confidence: 99%

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What Is Known about Secondary Grades Mathematical Modelling --A Review

Stohlmann¹,

DeVaul²,

Allen³

et al. 2016

JMR

View full text Add to dashboard Cite

show abstract

“…Bazı araştırmacılar (Biccard ve Wessels, 2011;Schoenfeld, 1985 gibi) süreçteki bilişsel aktiviteleri daha kapsamlı olarak ele alırken, bazı araştırmacılar (Berry ve Houston, 1995;Berry ve Davies, 1996;Borromeo Ferri, 2006, Cheng, 2010Galbraith ve Stillman, 2006;Hıdıroğlu, 2012;Mason, 1988;Müller ve Witmann, 1984 gibi) ise bu bilişsel aktivitelerle birlikte bunlar arasındaki geçişleri de açıklamaya çalışmışlardır. Schoenfeld (1985), matematiksel modelleme sürecini altı temel basamakta ele alırken, temel bileşenlere yer vermemekte ve temel basamaklar arasındaki geçişlerden ziyade daha çok gerçekleşen bilişsel aktivitelere ve onların özelliklerine değinmektedir (bkz.…”

Section: Matematiksel Modelleme Süreciunclassified

Matematiksel Modelleme Sürecini Açıklayan Farklı Yaklaşımlar

Hidiroğlu¹,

Güzel²

2013

BUEFAD

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“…It was noticed that although the metacognitive competencies in the process of mathematical modelling [44,45,64,74] were significant in mathematical modelling, studies on this topic were mainly focused on cognitive dimension [69,70]. Therefore, researches enabling the development of metacognitive behaviours in mathematical modelling process will contribute to the process.…”

Section: Introductionmentioning

confidence: 99%

A Case Study on Pre-service Secondary School Mathematics Teachers' Cognitive-metacognitive Behaviours in Mathematical Modelling Process

Sağırlı¹

2016

ujer

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The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university in Erzincan, Turkey. We collected data via think aloud protocols in which metacognitive supports are provided and not provided and with unstructured metacognitive protocols related to the process. The metacognitive support provided to the pre-service teachers and this case caused an increase in the numbers of cognitive-metacognitive behaviours in class level in general. Any pattern was not encountered for the sequences of cognitive-metacognitive behaviours in the process of mathematical modelling during the stages in which metacognitive support was given and was not given but some little patterns were detected. It was noticed that there was no relationship with respect to the metacognitive support and without metacognitive support between and frequencies of cognitive-metacognitive behaviour mathematical modelling progress. The 1st and 2nd grade-pre-service teachers claimed that the metacognitive support contributed to them such factors as understanding and detailing, the 3rd and 4th graders expressed that it enabled them to follow, reach alternative ways of solution. The participants, during the stage in which the metacognitive support was provided, demonstrated more success during the process of mathematical modelling compared with the first stage.

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Documenting the Development of Modelling Competencies of Grade 7 Mathematics Students

Cited by 46 publications

References 9 publications

What Is Known about Secondary Grades Mathematical Modelling --A Review

What Is Known about Secondary Grades Mathematical Modelling --A Review

Matematiksel Modelleme Sürecini Açıklayan Farklı Yaklaşımlar

A Case Study on Pre-service Secondary School Mathematics Teachers' Cognitive-metacognitive Behaviours in Mathematical Modelling Process

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