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Trends in Teaching and Learning of Mathematical Modelling pp 15–30Cite as

Can Modelling Be Taught and Learnt? Some Answers from Empirical Research

Part of the International Perspectives on the Teaching and Learning of Mathematical Modelling book series (IPTL,volume 1)

Abstract

This chapter deals with empirical findings on the teaching and learning of mathematical modelling, with a focus on grades 8–10, that is, 14–16-year-old students. The emphasis lies on the actual behaviour of students and teachers in learning environments with modelling tasks. Most examples in this chapter are taken from our own empirical investigations in the context of the project DISUM. In the first section, the terms used in this chapter are recollected from a cognitive point of view by means of examples, and reasons are summarised why modelling is an important and also demanding activity for students and teachers. In the second section, examples are given of students’ difficulties when solving modelling tasks, and some important findings concerning students dealing with modelling tasks are presented. The third section concentrates on teachers; examples of successful interventions are given, as well as some findings concerning teachers treating modelling examples in the classroom. In the fourth section, some implications for teaching modelling are summarised, and some encouraging (though not yet fully satisfying) results on the advancement of modelling competency are presented.

Keywords

  • Word Problem
  • Modelling Task
  • Solution Plan
  • Modelling Competency
  • Mathematical Competency

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Fig. 3.1
Fig. 3.2
Fig. 3.3

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Authors and Affiliations

  1. Department of Mathematics, University of Kassel, Kassel, Germany

    Werner Blum

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  1. Werner Blum
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Editors and Affiliations

  1. FB Erziehungswissenschaft, Inst. Didaktik der Mathematik, Universität Hamburg, Von Melle Park 8, Hamburg, 20146, Germany

    Gabriele Kaiser

  2. Abt. Mathematik/Informatik, Universität Kassel, Kassel, 34109, Germany

    Werner Blum

  3. University of Hamburg, Germany, Doscherstrasse 1, Hamburg, 22083, Germany

    Rita Borromeo Ferri

  4. University of Melbourne, Australia, 23 Grampian Street, Victoria, 3072, Australia

    Gloria Stillman

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Blum, W. (2011). Can Modelling Be Taught and Learnt? Some Answers from Empirical Research. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_3

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