Can Modelling Be Taught and Learnt? Some Answers from Empirical Research

By Werner Blum. 2011

274 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/585312ae019551da6d1aa23eaab1b2e065ddf80a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Schukajlow
2. André Krug
3. P. Vos
4. A. Abassian
5. J. Bostic
6. Sarah B. Bush
7. Farshid Safi
8. Gabriele Kaiser

In Education

1. S. Schukajlow
2. Janina Krawitz
3. Kai-Lin Yang
4. Yu-Ping Chang
5. D. Leiss
6. P. Vos
7. Werner Blum
8. G. Bruckmaier

In Statistics and Probability

1. S. Schukajlow
2. Janina Krawitz
3. Kai-Lin Yang
4. Yu-Ping Chang
5. Gabriele Kaiser
6. P. Vos
7. André Krug
8. Mustafa Cevikbas

Citations in the corpus

• Mathematical Modeling: A Bridge to STEM Education (2016, background): “These competencies are; (i) knowledge about modeling tasks (Blum, 2011; Doerr & Lesh, 2011; Schmidt, 2011) (ii) knowing how to organize and manage the classroom during modeling activities (Blum, 2015), (iii) ability to provide strategic interventions and interpretive listening and responding to…”
• A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering (2021, background): “Departing from the developments described above, a distinction has been developed between global modelling competencies and the sub-competencies of mathematical modelling within the mathematical modelling discourse (Kaiser, 2007; Maaß, 2006). Global modelling competencies are defined as the abilitie”
• Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “Obviously, the mathematical content has to be explained in detail, and teaching should be a demanding orchestration of the mathematical subject matter (Baumert and Kunter 2013; Blum 2011).”
• Five different perspectives on mathematical modeling in mathematics education (2020, methodology): “produced, validation of these results must occur in order to report or expose the results of the given task, or the modeler goes back and creates another situation model (Blum, 2011).”
• Effects of prompting multiple solutions for modelling problems on students’ performance (2015, unknown): “Fig 1 Modelling problem "Fire-brigade" (Blum 2011)”
• “How Real People Really Need Mathematics in the Real World”—Authenticity in Mathematics Education (2018, background): “From the 1990’s onwards, they entered primary and secondary mathematics education [30,31].”
• The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, methodology): “Six modelling problems were adapted from previous studies (Blum, 2011; Schukajlow&Krug, 2014b), and twomodellingproblemswere developed in this study.”
• Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy (2014, background): “This six-item scale has been tested several times (Schukajlow & Blum, 2011; Schukajlow et al., 2009) and also showed good reliabilities in the current study (.81 and .79 after the second and fourth lessons, respectively).”