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Modelling Competencies: Past Development and Further Perspectives

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Mathematical Modelling in Education Research and Practice

Abstract

This chapter aims to describe the understanding of modelling competencies and how it has developed since the establishment of the conference series “International Conference on the Teaching of Mathematical Modelling and Applications” in the early eighties of the last century. Based on these descriptions and the distinction of different strands of the modelling competency debate, the chapter will point out, how the discussion has evolved. Using as example an empirical study on the structure of modelling competency, namely holistic versus analytic, and a comparison of two approaches to foster modelling competencies, namely a holistic versus an atomistic approach, it will be pointed out that possible future developments will be based on more sophisticated psychometrical methods for the measurement of modelling competencies leading to comprehensive descriptions of ‘modelling competency’.

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Authors and Affiliations

  1. Faculty of Education, University of Hamburg, Von-Melle-Park 8, Hamburg, 20146, Germany

    Gabriele Kaiser & Susanne Brand

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  1. Gabriele Kaiser
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  2. Susanne Brand
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Correspondence to Gabriele Kaiser .

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Editors and Affiliations

  1. Mathematics Education, Australian Catholic University, Ballarat, Victoria, Australia

    Gloria Ann Stillman

  2. University of Kassel, Kassel, Germany

    Werner Blum

  3. Pontifical Catholic University of Rio Grande do Sul - PUCRS, Porto Alegre, Rio Grande do Sul, Brazil

    Maria Salett Biembengut

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Kaiser, G., Brand, S. (2015). Modelling Competencies: Past Development and Further Perspectives. In: Stillman, G., Blum, W., Salett Biembengut, M. (eds) Mathematical Modelling in Education Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-18272-8_10

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