Teaching and Learning Mathematical Modelling: Approaches and Developments from German Speaking Countries

Greefrath, Gilbert; Vorhölter, Katrin

doi:10.1007/978-3-319-45004-9_1

Cited by 44 publications

(48 citation statements)

References 61 publications

(65 reference statements)

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“…(Krawitz & Schukajlow, 2018) In this present article, modeling is considered from a cognitive perspective (Borromeo Ferri, 2006). Greefrath and Vorhölter (2016) explain that this approach is seen as a kind of metaperspective, because it is about analysing and understanding the cognitive procedures that take place in modeling problems. Not only are the different steps of problem-solving analysed, but also the students' cognitive processes.…”

Section: Mathematical Modelingmentioning

confidence: 99%

Mathematical modeling in Germany and France: a comparison of students’ modeling processes

Hankeln

2020

Educ Stud Math

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The study presented in this article takes a closer look at how French and German highschool students deal with a mathematical modeling problem, what blockages they encounter and how differences in the modeling processes between students from both nations can be explained by differences between the teaching and learning of mathematical modeling in France and Germany. To better understand these differences, firstly, a brief overview is provided on the historical development of mathematics education in both countries, with a focus on mathematical modeling, followed by a qualitative empirical study in both France and Germany. Two main differences can be identified: students' handling of the real-world situation and their striving for accuracy. Possible reasons for these differences are discussed in relation to national teaching traditions. 1 The distinction between mathematics and the rest of the world, sometimes also called the "real world", dates back to Pollak's work in 1977, where he distinguished different kinds of applications.

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Section: Mathematical Modelingmentioning

confidence: 99%

Mathematical modeling in Germany and France: a comparison of students’ modeling processes

Hankeln

2020

Educ Stud Math

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“…Analysis of several such cycles, (see, e.g. Greefrath & Vorhölter, 2016;Maaß, 2006) revealed that these cycles often lead students to finding a unique solution to a given problem, rather than providing a means for developing their scientific and mathematical thinking. Since the idea of using scientific methods has begun to gain more attention in STEM education, thus also in STEM activities conducted in mathematics classes, several theoretical frameworks emerged.…”

Section: Theoretical Framework Of the Activity Designmentioning

confidence: 99%

Interdisciplinary Mathematics Education

Doig¹,

Williams²,

Swanson³

et al. 2019

ICME-13 Monographs

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Section: Theoretical Framework Of the Activity Designmentioning

confidence: 99%

Developing Mathematical Reasoning Using a STEM Platform

Sokolowski

2019

Interdisciplinary Mathematics Education

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An interdisciplinary laboratory activity involved modelling and interpreting the motion of a rolling ball through the lens of algebraic representation. It was conducted with a group (N 24) of high school mathematics students. The participants used scientific methods to formulate an algebraic representation of a position for a rolling object on a horizontal surface. While traditional mathematical modelling activities are usually driven by provided data, the technique applied in this study is driven by the phenomenon itself, which serves as a means to verify if the derived algebraic function adheres to the observed behaviour. The results of the study showed that including scientific methods in mathematics interdisciplinary activities may serve as a means to activate, and stimulate, students' reasoning skills, and thus help them integrate the concepts of science and mathematics into a single coherent inquiry. While the study revealed benefits of using hypotheses in interdisciplinary activities, it also opened possibilities of utilizing interdisciplinary laboratories to improve students' mathematical thinking. Suggestions for instructional strategies, as well as suggestions for mathematics curriculum policy makers, are discussed.

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Teaching and Learning Mathematical Modelling: Approaches and Developments from German Speaking Countries

Cited by 44 publications

References 61 publications

Mathematical modeling in Germany and France: a comparison of students’ modeling processes

Mathematical modeling in Germany and France: a comparison of students’ modeling processes

Interdisciplinary Mathematics Education

Developing Mathematical Reasoning Using a STEM Platform

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