The Effects of Mathematical Modelling on Students' Achievement-Meta-Analysis of Research

Autor/in	Sokolowski, Andrzej
Titel	The Effects of Mathematical Modelling on Students' Achievement-Meta-Analysis of Research
Quelle	In: IAFOR Journal of Education, 3 (2015) 1, S.93-114 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Mathematical Models; Academic Achievement; Meta Analysis; Effect Size; Teaching Methods; High Schools; Colleges; Mathematics; Mathematics Instruction; Comparative Analysis; Research Methodology; Numeracy; Control Groups; Mathematics Education; Pretests Posttests; Experimental Groups + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Schulleistung; Meta-analysis; Metaanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; College; Hochschule; Fachhochschule; Mathematik; Mathematics lessons; Mathematikunterricht; Research method; Forschungsmethode; Rechenkompetenz; Mathematische Bildung
Abstract	Using meta-analytic techniques this study examined the effects of applying mathematical modelling to support student math knowledge acquisition at the high school and college levels. The research encompassed experimental studies published in peer-reviewed journals between January 1, 2000, and February 27, 2013. Such formulated orientation called for extracting individual effect sizes of student achievement from the accumulated research conducting a moderator analysis. A systematic review of literature resulted in locating 13 primary research articles involving 1,670 participants. The overall mean effect size; ES = 0.69 (SE = 0.05, 95% CI: 0.59-0.79) of a medium magnitude and positive direction supported the claim that mathematical modelling helps students understand and apply math concepts. A subsequent moderator analysis revealed differences of the effect sizes due to different modelling designs, aim of the modelling process, grade levels, and content domains. The research findings along with the discussion can be of interest to mathematics curriculum designers and practitioners who use modelling in their teaching practice. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01