Developing a task design and implementation framework for fostering mathematical modelling competencies

In this article, we describe the generation of a Design and Implementation Framework for Mathematical Modelling Tasks (DIFMT) through a researcher-teacher collaboration. The purpose of the framework is to support holistic approaches to instructional modelling competency. This framework is underpinne...

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Vydáno v:Educational studies in mathematics Ročník 109; číslo 2; s. 313 - 336
Hlavní autoři: Geiger, Vince, Galbraith, Peter, Niss, Mogens, Delzoppo, Catherine
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Netherlands 01.02.2022
Springer
Springer Nature B.V
Témata:
Education
Educational Practices
Educational research
Holistic Approach
Instructional Design
Iterative methods
Mathematical ability
Mathematical analysis
Mathematical Models
Mathematics
Mathematics Education
Mathematics Instruction
Principles
Secondary School Mathematics
Secondary School Teachers
Study and teaching
Teacher Collaboration
Teacher Competencies
Teachers
Australia
Task design
Mathematical modelling
Task implementation
Competencies
Framework
Competency
ISSN:0013-1954, 1573-0816
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Shrnutí:In this article, we describe the generation of a Design and Implementation Framework for Mathematical Modelling Tasks (DIFMT) through a researcher-teacher collaboration. The purpose of the framework is to support holistic approaches to instructional modelling competency. This framework is underpinned by principles drawn from theory and praxis which are informed by the anticipatory capabilities that teachers require for the design and effective implementation of quality modelling tasks in secondary classrooms. A draft DIFMT was developed from a synthesis of research literature and was refined through an iterative process of task development, implementation and observation, reflection through teacher/student interviews, and revision of the framework. Each iteration made use of the most recent refinement of the co-constructed DIFMT, building theory while simultaneously addressing a problem in educational practice, consistent with a design-based methodology. Thus, the DIMFT developed organically throughout the project. While initial modelling exemplars were researcher-designed, the locus of responsibility moved to teachers as the project progressed. The DIFMT consists of two major components—principles for modelling task design and pedagogical architecture—each of which is structured around dimensions that include elaborations which detail the knowledge required for modelling as well as teacher and student capabilities.
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ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-021-10039-y