Modellierungsproblem Dart spielen

Concept and structure of the Hamburg Modeling Days

“…They differ, for example, in the duration (between two and five days), the place of implementation (in the school facilities or outside the school), the participants (individual interested students or whole classes or grades working on the modeling problems in known groups or with unknown persons) and the form of supervision (prospective teachers, teachers or university staff). Common features are that the modeling problems are usually given, but the participants can choose between several problems, that the work is done in small groups, that the work on the problems is organized as independently as possible by the small groups, and that, unlike in regular classes, the time available often allows for a revision of the models created or for several models to be compared (Bracke, Göttlich & Götz, 2013;Kaiser, Bracke, Göttlich & Kaland, 2013). The goal of these modeling projects is different: While some projects aim to give an impression in which areas of daily life mathematics can and must be used as a tool, others aim to promote competencies for independent processing of modeling problems, where the necessary mathematical procedures may still have to be worked out or known procedures may have to be combined in a new way.…”

Augmenting Mathematics Courses by Problem-Based Learning

“…According to this classification our described modeling activities correspond to the realistic or applied modeling perspective. In Germany there are a few modeling weeks such as our concept and the modeling week of TU Kaiserslautern [3]. This paper is an extended and updated version of a conference contribution [15].…”