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Students’ Processing Types in a Computer-Based Learning Environment for Mathematical Modelling

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Advancing and Consolidating Mathematical Modelling

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Abstract

Modelling processes can be supported, enriched and made more authentic using ICT which can be combined in a Computer-Based Learning Environment (CBLE). However, from a theoretical perspective, it can be anticipated that modelling within a CBLE can also pose difficulties or hurdles for learners. A key aspect of this process is self-regulated learning. Hence, there is an empirical interest in analysing modelling processes within a CBLE and classifying them by using computer-generated process data. Based on an exploratory study, it is found that five different processing types can be identified from a sample of two classes from secondary school that were asked to work independently with the CBLE for two weeks during distance learning in 2020. It is shown that the clusters can be characterised mainly by variables on the use of supportive elements which can be linked to self-regulated learning skills.

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Authors and Affiliations

  1. Department of Mathematics and Computer Science, Institute of Education in Mathematics and Computer Science, University of Muenster, Henriette-Son-Straße 19, 48149, Muenster, Germany

    Lena Frenken

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  1. Lena Frenken
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Correspondence to Lena Frenken .

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Editors and Affiliations

  1. Institute for Mathematics Education and Computer Science Education, University of Münster, Münster, Germany

    Gilbert Greefrath

  2. University of Algarve and UIDEF, Institute of Education, University of Lisbon, Faro, Portugal

    Susana Carreira

  3. Australian Catholic University, Ballarat, VIC, Australia

    Gloria Ann Stillman

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Frenken, L. (2023). Students’ Processing Types in a Computer-Based Learning Environment for Mathematical Modelling. In: Greefrath, G., Carreira, S., Stillman, G.A. (eds) Advancing and Consolidating Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-031-27115-1_5

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  • DOI: https://doi.org/10.1007/978-3-031-27115-1_5

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