Abstract
This chapter deals with the research project MultiMa that investigates the effects of treating multiple solutions while solving modelling problems on student achievements and motivation in mathematics. First, the starting points of MultiMa are discussed followed by the effects of treating multiple solutions from theoretical and empirical points of view. The MultiMa project goals and methods including important research steps are discussed. Finally, a modelling task is presented and first results of the explorative video study are introduced. The analysis of videos shows that students had only minor problems while solving the task, where two outcomes were demanded. If they could find one solution, the second outcome was developed also. Further, students seldom compared different outcomes and did not discuss why there were differences in outcomes.
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Notes
- 1.
The research project MultiMa, directed by Stanislaw Schukajlow, has been funded by the German Research Foundation [Deutsche Forschungsgemeinschaft] since 2011.
- 2.
Multiple solutions can be developed using the same representation or using different representations such as arithmetic or graphical ones. In the recent study we do not distinguish between solutions and representations (but see Große and Renkl 2006).
- 3.
The research project DISUM (Didactical intervention modes for mathematics teaching oriented towards self-regulation and directed by tasks) led by W. Blum, R. Messner and R. Pekrun.
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Schukajlow, S., Krug, A. (2013). Considering Multiple Solutions for Modelling Problems – Design and First Results from the MultiMa-Project. In: Stillman, G., Kaiser, G., Blum, W., Brown, J. (eds) Teaching Mathematical Modelling: Connecting to Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_18
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