Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems

Krawitz, Janina; Schukajlow, Stanislaw

doi:10.1007/s11858-017-0893-1

Cited by 39 publications

(31 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Nevertheless, it seems reasonable to assume that students' modeling routes are related to their national contexts because current styles of mathematics education can be seen as the result of a historical process where different learning opportunities are prepared in relation to predominant teaching styles. Since these learning opportunities highlight different aspects, for example technical competences or mathematical accuracy, it is probable that provably influential factors for modeling, such as self-efficacy (Krawitz & Schukajlow, 2018) or conceptual knowledge (Chang, Krawitz, Schukajlow, et al, 2019), differ between students from different countries. This mediating relationship should be analysed in further studies.…”

Section: Methodological Discussionmentioning

confidence: 99%

“…Hence, learners are not required to separate important from unimportant information or to make assumptions about missing information, requirements that are considered to be demanding characteristics of modelling problems". (Krawitz & Schukajlow, 2018) In this present article, modeling is considered from a cognitive perspective (Borromeo Ferri, 2006). Greefrath and Vorhölter (2016) explain that this approach is seen as a kind of metaperspective, because it is about analysing and understanding the cognitive procedures that take place in modeling problems.…”

Section: Mathematical Modelingmentioning

confidence: 99%

See 1 more Smart Citation

Mathematical modeling in Germany and France: a comparison of students’ modeling processes

Hankeln

2020

Educ Stud Math

View full text Add to dashboard Cite

The study presented in this article takes a closer look at how French and German highschool students deal with a mathematical modeling problem, what blockages they encounter and how differences in the modeling processes between students from both nations can be explained by differences between the teaching and learning of mathematical modeling in France and Germany. To better understand these differences, firstly, a brief overview is provided on the historical development of mathematics education in both countries, with a focus on mathematical modeling, followed by a qualitative empirical study in both France and Germany. Two main differences can be identified: students' handling of the real-world situation and their striving for accuracy. Possible reasons for these differences are discussed in relation to national teaching traditions. 1 The distinction between mathematics and the rest of the world, sometimes also called the "real world", dates back to Pollak's work in 1977, where he distinguished different kinds of applications.

show abstract

Section: Methodological Discussionmentioning

confidence: 99%

Section: Mathematical Modelingmentioning

confidence: 99%

Mathematical modeling in Germany and France: a comparison of students’ modeling processes

Hankeln

2020

Educ Stud Math

View full text Add to dashboard Cite

show abstract

“…The higher students' expectancies and values are, the more likely they are to try to solve a task. Values can be viewed as task-specific (e.g., the value of a problem), activity-specific (e.g., the value of problem solving), or object-specific (e.g., the value of a course or the value of learning materials; Krawitz & Schukajlow, 2018) constructs. We focused on utility value, which has been found to be one major value component that is important for learning (e.g., Berger & Karabenick, 2011).…”

Section: Utility Valuementioning

confidence: 99%

Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest

Liebendörfer

Schukajlow

2020

Educ Stud Math

Self Cite

View full text Add to dashboard Cite

Interest is a key motivational variable in higher mathematics education, yet there is a lack of theory-based interventions that are designed to increase interest. On the basis of the expectancy-value theory of achievement motivation, we investigated how reflecting on the utility value of mathematics affects interest. The current research was aimed at identifying effects and key characteristics of interest-fostering reflections. In a randomized controlled trial, N = 58 German preservice teachers were asked either to reflect on the utility value of mathematics or write a mathematical text. Interest was measured before and after the intervention. Unlike findings from prior studies, the path analysis did not reveal any effect of these reflections on interest. However, the quality of the reflections predicted future interest in addition to prior interest, indicating possible benefits of utility-value interventions. To better understand the underlying relation between reflections and interest, we performed an in-depth analysis of the quality of students’ reflections and presented characteristics of interest-fostering reflections.

show abstract

“…This is because such problems are explicitly designed to provide a way for students to practice the mathematical procedures they have just learned (Nesher, 1980). However, such word problems tend to be 'artificial' because the only purpose of the real-world context is to 'dress up' a mathematical task (Krawitz & Schukajlow, 2018). Thus, several authors have argued that this frequent use of artificial word problems and the manner in which such tasks are applied in teaching-learning situations have caused students to develop restricted beliefs about word problems.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Unrealistic responses to realistic problems with missing information: what are important barriers?

Krawitz

Schukajlow

Dooren

2018

Educational Psychology

Self Cite

View full text Add to dashboard Cite

It is a well-documented finding that students tend to neglect their real-world knowledge when solving word problems, even when realistic assumptions are needed. Although studies have successfully shown the extent to which students tend to provide unrealistic responses, the question of where this tendency comes from has yet to be answered. We focused on two major steps needed to solve realistic word problems: noticing missing information and making realistic assumptions. We conducted two studies with fifth graders (Study 1, N ¼ 108; Study 2, N ¼ 60) in which we compared students' (un-)realistic responses to problems that differed in how obvious the missing information was. Study 1 fostered only students' ability to make assumptions. Study 2 fostered this ability plus the ability to notice missing information. The results indicate that, if the missing information is not obvious, students' failure to notice it seems to be what prevents them from arriving at a realistic solution.

show abstract

Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems

Cited by 39 publications

References 40 publications

Mathematical modeling in Germany and France: a comparison of students’ modeling processes

Mathematical modeling in Germany and France: a comparison of students’ modeling processes

Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest

Unrealistic responses to realistic problems with missing information: what are important barriers?

Contact Info

Product

Resources

About