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Mathematical Modelling with a Solution Plan: An Intervention Study About the Development of Grade 9 Students’ Modelling Competencies

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Mathematical Modelling Education and Sense-making

Abstract

A possible approach to support students during modelling activities is to supply them with a ‘solution plan’ – a simplified modelling cycle that provides strategies in each step and thus serves as a metacognitive strategic guidance. This chapter reports on an intervention study that investigates if modelling with a newly developed five-step solution plan influences the development of students’ modelling competencies. The study was carried out in a pre-post-follow-up design with 29 classes of German secondary schools and evaluated within the frame of item response theory using a test instrument focussing on subcompetencies of modelling. Results regarding the subcompetencies simplifying, mathematising, interpreting, and validating are presented. The results reveal differences in the development of competencies between students working with a solution plan and students working without such an instrument.

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Notes

  1. 1.

    The DISUM project (‘didactical intervention modes for mathematics teaching oriented towards self-regulation and directed by tasks’) was founded in Kassel and is led by W. Blum, R. Messner, and R. Pekrun.

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Authors and Affiliations

  1. Institute of Education in Mathematics and Computer Science, University of Münster, Münster, Germany

    Catharina Beckschulte

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  1. Catharina Beckschulte
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Correspondence to Catharina Beckschulte .

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Editors and Affiliations

  1. Australian Catholic University, Ballarat, VIC, Australia

    Gloria Ann Stillman

  2. Stellenbosch University, Stellenbosch, South Africa

    Christine Erna Lampen

  3. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

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Beckschulte, C. (2020). Mathematical Modelling with a Solution Plan: An Intervention Study About the Development of Grade 9 Students’ Modelling Competencies. In: Stillman, G.A., Kaiser, G., Lampen, C.E. (eds) Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-37673-4_12

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  • DOI: https://doi.org/10.1007/978-3-030-37673-4_12

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-37672-7

  • Online ISBN: 978-3-030-37673-4

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