Real-World Task Context: Meanings and Roles

Brown, Jill

doi:10.1007/978-3-030-14931-4_4

Cited by 11 publications

(8 citation statements)

References 18 publications

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“…Incorporating reality-based tasks and debating whether embedding problems in real-world contexts is beneficial or detrimental to mathematical learning are longstanding questions in mathematical education (Brown, 2019). They have been researched extensively as part of mathematical didactics ever since educational systems began to prioritize word problems to train students in real-world application (Reinhold et al, 2020).…”

Section: State Of Researchmentioning

confidence: 99%

“…In more recent times, real-world functional applications have become the primary goal of mathematical education (Niss, 2016). Application-oriented mathematical instruction involves a broad spectrum of word problems and has been researched extensively in mathematical didactics for several decades (e.g., Brown, 2019;Frejd, 2013;Pollak, 1979). Reality-based tasks generally motivate students to understand and structure real-life situations using mathematical tools to solve underlying problems (Blum & Leiss, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Taking notes as a strategy for solving reality-based tasks in mathematics

Wienecke,

Leiss,

Ehmke

2023

INT ELECT J MATH ED

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This study investigates the extent to which student and task-related characteristics are associated with different types of note-taking and analyzes how task success depends on these elements. For this purpose, a sample of n=866 students (age: mean=13.99) completing two reality-based tasks as part of a paper and pencil test are considered. The results demonstrate that the note-taking type differs significantly between the two parallel constructed tasks. For example, language skills (r=.26), interest in mathematics (r=.13), and the socio-economic statuses (r=.12) are observed to be significantly correlated to greater note-taking frequency. Based on linear regression (dependent variable: successful task solution), 34% of the variance is attributed to note-taking and other student characteristics. The most relevant predictor for a successful task solution (β=.36) is notes containing an elaboration of the given task information.

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Section: State Of Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Taking notes as a strategy for solving reality-based tasks in mathematics

Wienecke,

Leiss,

Ehmke

2023

INT ELECT J MATH ED

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“…influencia del contexto en problemas de multiplicación y división: estudio de caso de un alumno con autismo irene polo blanco, maría josé gonzález lópez y alicia bruno (Brown, 2019). En este estudio utilizamos problemas aritméticos verbales de una etapa en los que se proporcionan dos datos numéricos en una situación real o simulada sobre alguna temática, y se realiza una pregunta que puede responderse a partir de alguna acción o de alguna operación aritmética sobre dichos datos.…”

Section: Modelos Cognitivos De Resolución De Problemasunclassified

Influencia del contexto en problemas de multiplicación y división: estudio de caso de un alumno con autismo

Polo-Blanco

López

Bruno

2021

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Los estudiantes diagnosticados con Trastornos del Espectro Autista (TEA) suelen desarrollar un interés especial sobre áreas que no son habituales en cuanto a su intensidad o temática. Este trabajo profundiza en comprender la influencia que tienen las áreas de interés especial en los procesos de resolución de problemas aritméticos verbales de multiplicación y división, mediante un estudio de caso único con un estudiante de 11 años diagnosticado con TEA y discapacidad intelectual. Se utiliza un cuestionario formado por 15 problemas enunciados en tres tipos de contextos: de interés especial, familiar y no familiar. Siguiendo una metodología cualitativa, se clasifican las estrategias informales y el éxito en la obtención de la solución. Los resultados muestran que las áreas de interés especial han supuesto una mayor implicación del estudiante, pero no han logrado una mejora efectiva respecto de los contextos familiares, ya que en ambos contextos el estudiante ha resuelto los problemas de multiplicación y de división-agrupamiento pero no ha logrado resolver los problemas de división-reparto. En el contexto no familiar no ha resuelto ningún problema. Estos hallazgos contribuyen a completar la literatura existente sobre la utilidad educativa de las áreas de interés especial en estudiantes diagnosticados con TEA.

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“…These multiple benefits of using real problems have centuries-old traditions that are still relevant today (Larina 2016;Yilmaz and Ozyigit 2017). Despite these advantages and long traditions, school learning and teaching are still primarily oriented towards so-called real or real-world problems which are often only pseudo-realistic and have little in common with the lives of learners (Brown 2019;Smith and Morgan 2016;Yang et al 2017). To take advantage of the benefits of using real problems and not to be limited to achieving curriculum goals or preparing for standardised testing, we have succumbed (exceeded?)…”

Section: Real-world or Realistic Problems In Stem Learningmentioning

confidence: 99%

Providing online STEM workshops in times of isolation

et al. 2021

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The global spread of COVID-19 has resulted in learning and teaching being confronted with immense challenges and changes since spring 2020. Measures to contain the COVID-19 pandemic had and continue to have a particularly strong impact on non-formal and informal learning, which are important features of out-of-class on-line STEM workshops combining science, technology, engineering and mathematics. We developed and carried out online STEM workshops for approximately 250 students during times of isolation in the spring and summer of 2020. To identify potential success factors and stumbling blocks for designing and implementing online STEM workshops, we conducted a qualitative interview-based study with a selection of eight experts in the summer and autumn 2020, i.e. after the STEM workshops. The experts were Austrian and German teachers who planned and implemented STEM workshops for students age 10 to 18. Our collected data was examined using techniques of grounded theory approaches. Using techniques of qualitative interview studies and grounded theory approaches, we found that removing learning barriers and creating new types of learning spaces, online socio-constructivist learning, and teachers' TPACK for STEM Workshops are important factors when considering and designing STEM workshops for online learning environments. These same factors will also be central when planning and implementing online STEM workshops in post-COVID-19 times. To facilitate student participation and to increase social interaction are critical elements for practitioners working on online STEM workshops—both during and after COVID-19. Highly trained teachers with in-depth technical, pedagogical, and content skills are essential to facilitate participation and interactions among students, teachers, and learning contents.

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Real-World Task Context: Meanings and Roles

Cited by 11 publications

References 18 publications

Taking notes as a strategy for solving reality-based tasks in mathematics

Taking notes as a strategy for solving reality-based tasks in mathematics

Influencia del contexto en problemas de multiplicación y división: estudio de caso de un alumno con autismo

Providing online STEM workshops in times of isolation

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