Abstract
In this chapter, we present an observation study which investigated the solution processes of two groups of students. While solving the task, the students’ key activity was the analysis of a mathematical model given in the form of a simulation. The study focused on difficulties in the modelling process, especially on the intensity of difficulties which were identified by video recording and time taken. The aim of this study was to identify the most persistent difficulties in the solution process. For that purpose, a method consisting of a time-based measurement will be presented. A coding scheme for identifying difficulties in the modelling process based on previous studies was created and used for the evaluation of the solution processes. Measuring the time, the students spent overcoming their difficulties allowed us to make a statement about the intensities of these difficulties.
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Acknowledgments
We thank the German Ministry for Education and Research for funding the project MoSAiK (Kauertz and Siller 2016) – support code 01JA1605 – in the framework of “Qualitätsoffensive Lehrerbildung”.
A special thanks to Pauline Vos for supporting us and discussing the idea of the “Segregation Tasks”.
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Klock, H., Siller, HS. (2020). A Time-Based Measurement of the Intensity of Difficulties in the Modelling Process. In: Stillman, G.A., Kaiser, G., Lampen, C.E. (eds) Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-37673-4_15
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