scholarly journals Students’ algebraic thinking: a study of mathematical modelling competencies

2020 ◽  
Vol 1521 ◽  
pp. 032077
Author(s):  
F Fakhrunisa ◽  
A Hasanah
Keyword(s):  
Mathematical Modelling ◽  
Algebraic Thinking ◽  
Modelling Competencies

scholarly journals A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”

2021 ◽  
Author(s):  
Peter Frejd ◽  
Pauline Vos
Keyword(s):  
Mathematical Modelling ◽  
Mathematics Classroom ◽  
Special Issue ◽  
Measurement Instruments ◽  
Student Group ◽  
Student Collaboration ◽  
Cultural Aspects ◽  
Pure Mathematics ◽  
Modelling Cycle ◽  
Modelling Competencies

This is a commentary on the ESM 2021 Special Issue on Innovations in Measuring and Fostering Mathematical Modelling Competencies. We have grouped the ten studies into three themes: competencies, fostering, and measuring. The first theme and the papers therein provide a platform to discuss the cognitivist backgrounds to the different conceptualizations of mathematical modelling competencies, based on the modelling cycle. We suggest theoretical widening through a competence continuum and enriching of the modelling cycle with overarching, analytic dimensions for creativity, tool use, metacognition, and so forth. The second theme and the papers therein showcase innovative ideas on fostering and on the definition and analysis thereof. These reveal the need for a social turn in modelling research in order to capture aspects of student collaboration and agency, as well as tensions in fostering when tasks are derived from real-world scenarios, but socio-mathematical norms come from the (pure) mathematics classroom. The third theme, measuring, and the papers therein offer insights into the challenges of positivist research that aims to develop innovative measurement instruments that are both reliable and valid, particularly in light of student group work, cultural background, and other socio-cultural aspects. Drawing on the three discussions, we go on to make recommendations for further research.

scholarly journals Mathematical modelling competence. Selected current research approaches

2020 ◽  
pp. 38-51
Author(s):  
Gilbert Greefrath
Keyword(s):  
Mathematical Modelling ◽  
Theoretical Basis ◽  
Control Group ◽  
Development Projects ◽  
Research Areas ◽  
Use Of Technology ◽  
Modelling Competence ◽  
Modelling Competencies ◽  
Current Lines ◽  
Insight Into

Current research areas in the field of mathematical modelling are identified on the basis of specific research and development projects. Modelling cycles are an important theoretical basis for this. The measurement of students modelling competencies as well as that of competencies for teaching mathematical modelling with the help of written tests are important components. The investigation of different mathematical modelling tools, such as the use of technology in larger control group studies, and the evaluation of lecture series in teacher education, are current lines of research in the field of modelling in mathematics education. Overall, selected studies from Germany are used as examples to provide insight into the current research landscape.

Evaluation of the learning environment designed to develop student mathematics teachers’ mathematical modelling competencies

2018 ◽  
Vol 38 (4) ◽  
pp. 191-215
Author(s):  
Funda Aydin-Güç ◽  
Adnan Baki
Keyword(s):  
Learning Environment ◽  
Mathematical Modelling ◽  
Mathematics Teachers ◽  
Holistic Approach ◽  
The Other ◽  
Control Group ◽  
Affective Factors ◽  
Undergraduate Programme ◽  
Modelling Competencies ◽  
The University

Abstract The purpose of this study was to examine the mathematical modelling competencies of student mathematics teachers within a learning environment that was based on a holistic approach to instruction. The participants were student mathematics teachers enrolled in undergraduate programmes at two different universities. In one of the university programmes, the participants took a mathematical modelling course that was taught according to a holistic approach, while the participants at the other university followed the standardized undergraduate programme that did not include a mathematical modelling course. The sub-competencies of mathematical modelling of the student mathematics teachers who participated in the mathematical modelling course were examined using an analytic rubric that was designed according to the holistic approach applied within the context of the study. In order to determine whether the observed changes were related to the experiences of mathematical modelling, these results were compared to the sub-competencies of mathematical modelling of the control group. The findings showed that experience within a learning environment based on mathematical modelling, as well as affective factors, supported the development of modelling competencies. On the other hand, it was observed that certain sub-competencies were difficult to develop; while many sub-competencies were enhanced by the modelling experiences, others were adversely affected. Furthermore, a certain group of sub-competencies was found not to be directly linked to modelling experiences.

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