Developing a Task Design and Implementation Framework for Fostering Mathematical Modelling Competencies

Autor/inn/en	Geiger, Vince; Galbraith, Peter; Niss, Mogens; Delzoppo, Catherine
Titel	Developing a Task Design and Implementation Framework for Fostering Mathematical Modelling Competencies
Quelle	In: Educational Studies in Mathematics, 109 (2022) 2, S.313-336 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geiger, Vince) ORCID (Galbraith, Peter) ORCID (Niss, Mogens) ORCID (Delzoppo, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10039-y
Schlagwörter	Mathematical Models; Holistic Approach; Instructional Design; Secondary School Teachers; Teacher Competencies; Mathematics Instruction; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Holistischer Ansatz; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrkunst; Mathematics lessons; Mathematikunterricht
Abstract	In this article, we describe the generation of a Design and Implementation Framework for Mathematical Modelling Tasks (DIFMT) through a researcher-teacher collaboration. The purpose of the framework is to support holistic approaches to instructional modelling competency. This framework is underpinned by principles drawn from theory and praxis which are informed by the anticipatory capabilities that teachers require for the design and effective implementation of quality modelling tasks in secondary classrooms. A draft DIFMT was developed from a synthesis of research literature and was refined through an iterative process of task development, implementation and observation, reflection through teacher/student interviews, and revision of the framework. Each iteration made use of the most recent refinement of the co-constructed DIFMT, building theory while simultaneously addressing a problem in educational practice, consistent with a design-based methodology. Thus, the DIMFT developed organically throughout the project. While initial modelling exemplars were researcher-designed, the locus of responsibility moved to teachers as the project progressed. The DIFMT consists of two major components--principles for modelling task design and pedagogical architecture--each of which is structured around dimensions that include elaborations which detail the knowledge required for modelling as well as teacher and student capabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01