Scholarlink

<p>In this article, we report on an Australian study in which generic, specific, and catalytic enablers of mathematical modelling are identified and described. The study adopted a design-based research approach involving six secondary teachers, and their intact classes, over three years. Data was generated from 60 pre/post-teacher and student (Years 9–11) interviews, which was subject to reductive thematic analysis, consistent with the principles of inductive category formation<i>.</i>&#xa0;This analysis led to the development of a <i>Typology for Instructional Enablers of Mathematical Modelling</i> which identifies and describes both enablers and un-enablers of modelling activity. These are related to external/internal/personal learning goals, classroom expectations and ways of working, management of the learning process, and instructional anticipation. Enablers/un-enablers are further categorised into generic, specific, and catalytic dimensions. Implications for both practice and future research are discussed, including the nature of catalytic enablers and the connections between enablers and specific aspects of the modelling process.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Identifying and describing generic, specific, and catalytic enablers of mathematical modelling

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年1月17日

查看全文
  • Vince Geiger,
  • Peter Galbraith,
  • Mogens Niss,
  • Mirjam Schmid

摘要

In this article, we report on an Australian study in which generic, specific, and catalytic enablers of mathematical modelling are identified and described. The study adopted a design-based research approach involving six secondary teachers, and their intact classes, over three years. Data was generated from 60 pre/post-teacher and student (Years 9–11) interviews, which was subject to reductive thematic analysis, consistent with the principles of inductive category formation. This analysis led to the development of a Typology for Instructional Enablers of Mathematical Modelling which identifies and describes both enablers and un-enablers of modelling activity. These are related to external/internal/personal learning goals, classroom expectations and ways of working, management of the learning process, and instructional anticipation. Enablers/un-enablers are further categorised into generic, specific, and catalytic dimensions. Implications for both practice and future research are discussed, including the nature of catalytic enablers and the connections between enablers and specific aspects of the modelling process.