Mathematical Modeling in Germany and France: A Comparison of Students' Modeling Processes

Autor/in	Hankeln, Corinna
Titel	Mathematical Modeling in Germany and France: A Comparison of Students' Modeling Processes
Quelle	In: Educational Studies in Mathematics, 103 (2020) 2, S.209-229 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hankeln, Corinna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-019-09931-5
Schlagwörter	Foreign Countries; Comparative Education; Mathematical Models; High School Students; Teaching Methods; Mathematics Education; Learning Strategies; Mathematical Applications; Accuracy; Germany; France + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Mathematical model; Mathematisches Modell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Angewandte Mathematik; Innermathematische Anwendung; Deutschland; Frankreich
Abstract	The study presented in this article takes a closer look at how French and German high-school 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01