Assessing Mathematical Modelling Competency

By T. Jensen. 2007

53 citations recorded by the source corpus.

Abstract Focusing on the concept of competence in mathematics education has many analytical implications. Multidimensionality is a necessary, but challenging, approach and in this chapter I address the need to work with at least three dimensions to make a valid assessment of someone's possession of competence. This is demonstrated in regard to mathematical modelling competency, before the presentation of two challenges of bringing this multidimensional approach into educational practice. The two challenges are: The conflict with simple ranking as an educational goal and the conflict with the dominant focus on technical levels in mathematics education.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/c2a3e7d32cd9030a32e9248e1986aba9a739c3d1

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In Education

Citations in the corpus

Can Modelling Be Taught and Learnt? Some Answers from Empirical Research (2011, methodology): “of teaching is that students develop modelling competency with – using the notions of Niss et al. (see Blomhoj and Jensen 2007; Jensen 2007; Niss 2003) – a degree of coverage, a radius of action and a technical level as extensive as possible.”
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering (2021, methodology): “Concerning the fostering of modelling competencies, Blomhøj and Jensen (2003) distinguished holistic and atomistic approaches.”