How knowledge about ideal-typical modelling processes affects phase transitions in individual modelling routes

Lisa Schneider (1, 2) , Rita Borromeo Ferri (3) , Stefan Ruzika (1, 2)

1 University of Kaiserslautern [Kaiserslautern]
2 Department of Mathematics University of Kaiserslautern
3 University of Kassel

Working on mathematical modelling tasks is usually challenging for students: several studies have shown, that students do not knowingly and consciously apply solution strategies when working on modelling tasks. In an empirical study, we investigate whether and to what extent knowledge about ideal-typical modelling processes has an influence on phase transitions in individual modelling routes. The individual acquires this knowledge in the form of an instruction that contains information about the modelling process, e.g. in form of a modelling cycle and a solution plan. In this article, the phase transitions of students who received an instruction about modelling processes are compared to those of students without such an instruction. The data for the study were collected, presented, and analysed using the Modelling-Activity-Interaction-Tool (MAI-Tool), which is based on quantitative methods to capture and analyse structures of modelling processes.

Mots clés: Individual modelling routes; knowledge about ideal-typical modelling processes; phase transitions; MAI-Tool

Domaines: Mathématiques [math]

Lisa Schneider, Rita Borromeo Ferri, Stefan Ruzika. How knowledge about ideal-typical modelling processes affects phase transitions in individual modelling routes. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03759046⟩