Strategic Support to Students' Competency Development in the Mathematical Modelling Process: A Qualitative Study

Autor/inn/en	Durandt, Rina; Lautenbach, Geoffrey
Titel	Strategic Support to Students' Competency Development in the Mathematical Modelling Process: A Qualitative Study
Quelle	In: Perspectives in Education, 38 (2020) 1, S.211-223 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Durandt, Rina) ORCID (Lautenbach, Geoffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v38i1.15
Schlagwörter	Mathematical Models; Mathematical Applications; Mathematics Instruction; Scaffolding (Teaching Technique); Mathematics Skills; Skill Development; Secondary School Students + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Angewandte Mathematik; Innermathematische Anwendung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Sekundarschüler
Abstract	This article reports on third-year mathematics students' competency and sub-competency development through providing intentional support in the learning of mathematical modelling. Students often experience modelling as difficult, and obstructions in the modelling process can lead to a dead end. Literature reports confirm that the modelling task is central in the modelling experience and a carefully planned task, aligned with a suitable activity sheet, can be used as a scaffold in learning mathematical modelling. Hence, this inquiry was conducted to provide a scaffold, as strategic support, for students' mathematical modelling competency development in the early stages of a modelling cycle. Guided by the framework of the Zone of Proximal Development, key elements suggested by the metaphor scaffolding are considered in the learning experience. Based on an analysis of activity sheets collected through group work, an example of a realistic and an unrealistic solution is presented, and students' development of mathematical modelling competencies is argued. Finally, suggestions for intentional support in the modelling process are discussed. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01