Facilitating Modelling Activities in a Grade 5 Classroom

Matematiksel Modelleme Öğretiminde Öğretmen Müdahalelerinin İncelenmesi: Bir Ortaokul Öğretmeni Örneği

“…However, how this support can be realized is not a fully answered question (Stender, 2018). In research examining the role of the teacher in managing the whole process in mathematical modeling practices (e.g., Blum, 2005;Borromeo Ferri, 2018;Manouchehri et al, 2020;Leiss & Wiegand, 2005) and in research on teacher interventions that can be demonstrated when faced with student difficulties (e.g., Didiş et al, 2016) emphasized that teachers should have pedagogical competence in teaching mathematical modeling. Manouchehri et al (2020) investigated the nature of teacher interventions in the modeling process and the effects of these interventions on fifth-grade students' modeling practices.…”

“…This intervention is the most used and influential teacher intervention in Stender and Kaiser's (2016) experimental research. Manouchehri et al (2020) also determined that the most used intervention by the teacher in the fifth-grade students' modeling process was asking questions for explanation (30.2%). At the same time, the teacher has an idea about students' thoughts and works with this intervention, and it has a diagnostic role in making a different intervention when necessary (Stender & Kaiser, 2015).…”

“…However, such interventions are less frequently used by teachers. In the studies of Manouchehri et al (2020), the interventions for discussion (3.5%) were the least preferred. In summary, the main criterion that the teacher will pay attention to, including giving information or explanation to the students during the implementation phase of the activity, should be to contribute without affecting the students' modeling process.…”

Argumentative orchestration in the mathematical modelling cycle in the classroom

“…However, the above teacher strategies fail to consider an aspect that may be highly relevant: the role of discussion among students in modelling processes in the mathematics classroom. The importance of discussion can be observed in several aspects; for instance, given the open-ended nature of modelling tasks, it is common for productive discussions to emerge (Cai et al, 2014;Manouchehri et al, 2020). Teamwork skills (Maaß et al, 2019) are another relevant element, as promoting smallgroup discussions is a frequent teacher strategy in the modelling process.…”