Possible strategies to enhance students' learning and achievement in mathematical modelling teaching experiences
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| Title: | Possible strategies to enhance students' learning and achievement in mathematical modelling teaching experiences |
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| Authors: | Caterina Bassi, Domenico Brunetto |
| Contributors: | Katrin, Lambacher |
| Publisher Information: | 2022. |
| Publication Year: | 2022 |
| Subject Terms: | Real-world problem, modelling cycle, [MATH] Mathematics [math], self-efficacy, real-world problem, enjoyment, self-efficacy, modelling cycle, enjoyment |
| Description: | In the present work preliminary results about strategies to enhance students' learning and achievement in mathematical modelling teaching experiences are presented. The results confirm the importance of employing real world problems which are perceived as important by students. Moreover, they also suggest that the design of teaching experiences in which the initial steps of the modelling cycle can be carried out with a few or even any mathematical language could enhance students' perception of self-efficacy, thus providing a motivational push also for the subsequent steps, where specific disciplinary language must be employed. Finally, also the use of ICT and mathematical tools which are perceived by the students as belonging to the university and employment world can increase students' perception of value. |
| Document Type: | Conference object |
| File Description: | application/pdf |
| Language: | English |
| Access URL: | https://hal.science/hal-03758990v1 https://hdl.handle.net/11311/1237554 https://hal.science/hal-03758990 https://hdl.handle.net/11311/1216056 |
| Accession Number: | edsair.dedup.wf.002..34c2b51d32f5d9e21ea888399a78e1d6 |
| Database: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | In the present work preliminary results about strategies to enhance students' learning and achievement in mathematical modelling teaching experiences are presented. The results confirm the importance of employing real world problems which are perceived as important by students. Moreover, they also suggest that the design of teaching experiences in which the initial steps of the modelling cycle can be carried out with a few or even any mathematical language could enhance students' perception of self-efficacy, thus providing a motivational push also for the subsequent steps, where specific disciplinary language must be employed. Finally, also the use of ICT and mathematical tools which are perceived by the students as belonging to the university and employment world can increase students' perception of value. |
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