The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions
Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general m...
Ausführliche Beschreibung
Autor*in: |
Leiss, Dominik [verfasserIn] |
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E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2010 |
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Anmerkung: |
© GDM 2010 |
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Übergeordnetes Werk: |
Enthalten in: Journal für Mathematik-Didaktik - Springer-Verlag, 1980, 31(2010), 1 vom: 05. Feb., Seite 119-141 |
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Übergeordnetes Werk: |
volume:31 ; year:2010 ; number:1 ; day:05 ; month:02 ; pages:119-141 |
Links: |
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DOI / URN: |
10.1007/s13138-010-0006-y |
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SPR030627834 |
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10.1007/s13138-010-0006-y doi (DE-627)SPR030627834 (SPR)s13138-010-0006-y-e DE-627 ger DE-627 rakwb eng Leiss, Dominik verfasserin aut The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © GDM 2010 Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training. Modelling competence (dpeaa)DE-He213 Reading comprehension (dpeaa)DE-He213 Situation model (dpeaa)DE-He213 Word problem (dpeaa)DE-He213 Teacher intervention (dpeaa)DE-He213 Schukajlow, Stanislaw aut Blum, Werner aut Messner, Rudolf aut Pekrun, Reinhard aut Enthalten in Journal für Mathematik-Didaktik Springer-Verlag, 1980 31(2010), 1 vom: 05. Feb., Seite 119-141 (DE-627)SPR030620562 nnns volume:31 year:2010 number:1 day:05 month:02 pages:119-141 https://dx.doi.org/10.1007/s13138-010-0006-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 31 2010 1 05 02 119-141 |
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10.1007/s13138-010-0006-y doi (DE-627)SPR030627834 (SPR)s13138-010-0006-y-e DE-627 ger DE-627 rakwb eng Leiss, Dominik verfasserin aut The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © GDM 2010 Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training. Modelling competence (dpeaa)DE-He213 Reading comprehension (dpeaa)DE-He213 Situation model (dpeaa)DE-He213 Word problem (dpeaa)DE-He213 Teacher intervention (dpeaa)DE-He213 Schukajlow, Stanislaw aut Blum, Werner aut Messner, Rudolf aut Pekrun, Reinhard aut Enthalten in Journal für Mathematik-Didaktik Springer-Verlag, 1980 31(2010), 1 vom: 05. Feb., Seite 119-141 (DE-627)SPR030620562 nnns volume:31 year:2010 number:1 day:05 month:02 pages:119-141 https://dx.doi.org/10.1007/s13138-010-0006-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 31 2010 1 05 02 119-141 |
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10.1007/s13138-010-0006-y doi (DE-627)SPR030627834 (SPR)s13138-010-0006-y-e DE-627 ger DE-627 rakwb eng Leiss, Dominik verfasserin aut The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © GDM 2010 Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training. Modelling competence (dpeaa)DE-He213 Reading comprehension (dpeaa)DE-He213 Situation model (dpeaa)DE-He213 Word problem (dpeaa)DE-He213 Teacher intervention (dpeaa)DE-He213 Schukajlow, Stanislaw aut Blum, Werner aut Messner, Rudolf aut Pekrun, Reinhard aut Enthalten in Journal für Mathematik-Didaktik Springer-Verlag, 1980 31(2010), 1 vom: 05. Feb., Seite 119-141 (DE-627)SPR030620562 nnns volume:31 year:2010 number:1 day:05 month:02 pages:119-141 https://dx.doi.org/10.1007/s13138-010-0006-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 31 2010 1 05 02 119-141 |
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10.1007/s13138-010-0006-y doi (DE-627)SPR030627834 (SPR)s13138-010-0006-y-e DE-627 ger DE-627 rakwb eng Leiss, Dominik verfasserin aut The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © GDM 2010 Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training. Modelling competence (dpeaa)DE-He213 Reading comprehension (dpeaa)DE-He213 Situation model (dpeaa)DE-He213 Word problem (dpeaa)DE-He213 Teacher intervention (dpeaa)DE-He213 Schukajlow, Stanislaw aut Blum, Werner aut Messner, Rudolf aut Pekrun, Reinhard aut Enthalten in Journal für Mathematik-Didaktik Springer-Verlag, 1980 31(2010), 1 vom: 05. Feb., Seite 119-141 (DE-627)SPR030620562 nnns volume:31 year:2010 number:1 day:05 month:02 pages:119-141 https://dx.doi.org/10.1007/s13138-010-0006-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 31 2010 1 05 02 119-141 |
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10.1007/s13138-010-0006-y doi (DE-627)SPR030627834 (SPR)s13138-010-0006-y-e DE-627 ger DE-627 rakwb eng Leiss, Dominik verfasserin aut The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © GDM 2010 Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training. Modelling competence (dpeaa)DE-He213 Reading comprehension (dpeaa)DE-He213 Situation model (dpeaa)DE-He213 Word problem (dpeaa)DE-He213 Teacher intervention (dpeaa)DE-He213 Schukajlow, Stanislaw aut Blum, Werner aut Messner, Rudolf aut Pekrun, Reinhard aut Enthalten in Journal für Mathematik-Didaktik Springer-Verlag, 1980 31(2010), 1 vom: 05. Feb., Seite 119-141 (DE-627)SPR030620562 nnns volume:31 year:2010 number:1 day:05 month:02 pages:119-141 https://dx.doi.org/10.1007/s13138-010-0006-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER AR 31 2010 1 05 02 119-141 |
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Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training. © GDM 2010 |
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Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training. © GDM 2010 |
abstract_unstemmed |
Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training. © GDM 2010 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR030627834</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230331100652.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2010 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s13138-010-0006-y</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR030627834</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s13138-010-0006-y-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Leiss, Dominik</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Role of the Situation Model in Mathematical Modelling—Task Analyses, Student Competencies, and Teacher Interventions</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2010</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© GDM 2010</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract In a study within the DISUM research project, we investigated the role that the construction of situation models plays as an essential prerequisite for understanding a given mathematical modelling task, using a sample of 21 9th grade classes (N=416). Specific task characteristics, general mathematical competence, reading competence, and teacher interventions aiming at understanding the situation model were analyzed as crucial factors influencing students’ ability to solve modelling tasks. The results show that: (1) strategies for constructing an adequate situation model have a significant influence on modelling competence, (2) mathematical reading competence and intra-mathematical competence can explain almost one third of the variance of the performance on the modelling test, (3) teacher interventions may encourage students to adopt strategies facilitating the construction of situation models, but an increase of modelling competence requires separate strategy training.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Modelling competence</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Reading comprehension</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Situation model</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Word problem</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teacher intervention</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Schukajlow, Stanislaw</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Blum, Werner</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Messner, Rudolf</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Pekrun, Reinhard</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Journal für Mathematik-Didaktik</subfield><subfield code="d">Springer-Verlag, 1980</subfield><subfield code="g">31(2010), 1 vom: 05. Feb., Seite 119-141</subfield><subfield code="w">(DE-627)SPR030620562</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:31</subfield><subfield code="g">year:2010</subfield><subfield code="g">number:1</subfield><subfield code="g">day:05</subfield><subfield code="g">month:02</subfield><subfield code="g">pages:119-141</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.1007/s13138-010-0006-y</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">31</subfield><subfield code="j">2010</subfield><subfield code="e">1</subfield><subfield code="b">05</subfield><subfield code="c">02</subfield><subfield code="h">119-141</subfield></datafield></record></collection>
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