Fostering Mathematical Modelling Competency of South African Engineering Students: Which Influence Does the Teaching Design Have?

Autor/inn/en	Durandt, Rina; Blum, Werner; Lindl, Alfred
Titel	Fostering Mathematical Modelling Competency of South African Engineering Students: Which Influence Does the Teaching Design Have?
Quelle	In: Educational Studies in Mathematics, 109 (2022) 2, S.361-381 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Durandt, Rina) ORCID (Lindl, Alfred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10068-7
Schlagwörter	Foreign Countries; Mathematical Models; Engineering Education; Mathematics Skills; Student Attitudes; College Freshmen; Teaching Styles; Instructional Design; Instructional Effectiveness; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathematical model; Mathematisches Modell; Ingenieurausbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten; Studienanfänger; Lehrstil; Unterrichtsstil; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on empirical results about the influence of two different teaching designs on the development of tertiary students' modelling competency and attitudes towards modelling. A total of 144 first year engineering students were exposed to a diagnostic entrance test, a modelling unit consisting of five lessons with ten tasks, enframed by a pre- and a post-test, and at the end a questionnaire on attitudes towards mathematical modelling. Similar to the German DISUM study, in the modelling unit, one group of participants followed an independence-oriented teaching style, aiming at a balance between students' independent work and teacher's guidance, while two other groups were taught according to a more traditional teacher-guided style. Linear mixed regression models were used to compare pre- and post-test results. The results show that all groups had significant learning progress, although there is much room for further improvement, and that the group taught according to the independence-oriented design had the biggest competency growth. In addition, this group exhibited more positive attitudes than the other groups in five of six attitudinal aspects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01