Measuring and Investigating Strategic Knowledge about Drawing to Solve Geometry Modelling Problems

Autor/inn/en	Rellensmann, Johanna; Schukajlow, Stanislaw; Leopold, Claudia
Titel	Measuring and Investigating Strategic Knowledge about Drawing to Solve Geometry Modelling Problems
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 1, S.97-110 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rellensmann, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01085-1
Schlagwörter	Geometry; Mathematics Instruction; Mathematics Achievement; High Achievement; Accuracy; Problem Solving; Freehand Drawing; Teaching Methods; Grade 9; High School Students; Cognitive Ability; Measures (Individuals); Learning Strategies; Comparative Analysis; Track System (Education) + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Messdaten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leistungsgruppe; Leistungsdifferenzierung
Abstract	We report on the construction, validation, and implementation of an instrument for measuring students' strategic knowledge about drawing for geometry modelling problems, namely, the "strategic knowledge about drawing scale." We conducted a qualitative study and a quantitative study to validate the proposed construction and interpretation of the scale and to obtain initial findings on students' strategic knowledge about drawing. Results showed that ninth-grade students in the intermediate achievement track had less elaborated strategic knowledge about drawing than their peers in the high achievement track. Further, strategic knowledge about drawing was found to be related to drawing accuracy and modelling performance even when cognitive abilities and interest were controlled for. The current study suggests that promoting strategic knowledge about drawing might be a means to increase drawing and modelling performance--especially among non-high-achieving students. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01