Fostering Modeling Competencies: Benefits of Worked Examples, Problems to Be Solved, and Fading Procedures

Autor/in	Große, Cornelia S.
Titel	Fostering Modeling Competencies: Benefits of Worked Examples, Problems to Be Solved, and Fading Procedures
Quelle	In: European Journal of Science and Mathematics Education, 3 (2015) 4, S.364-375 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Foreign Countries; Mathematics; Mathematics Instruction; Mathematics Education; Mathematical Models; Mathematics Skills; Cognitive Processes; Difficulty Level; Problem Solving; Mathematics Achievement; Grade 8; Pretests Posttests; Experimental Groups; Correlation; Scores; Questionnaires; Germany + Suchen Sie Ihr Suchwort? Ausland; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematical model; Mathematisches Modell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Problemlösen; Mathmatics sikills; Mathematical ability; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Fragebogen; Deutschland
Abstract	The application of mathematics to real-world problems is moving more and more in the focus of attention of mathematics education; however, many learners experience huge difficulties in relating "pure" mathematics to everyday contents. In order to solve "modeling problems", it is first necessary to find a transition from a real-world description to a mathematical model; second, intra-mathematical calculations have to be performed; and third, the result has to be interpreted with respect to the described real situation. In the present work, the effectivity of learning with worked examples and with fading procedures was tested experimentally. A design with 4 groups was implemented: "forward fading", "backward fading", "example-problem pairs", and "problem-example pairs". The results show that translation competencies were fostered best by way of example-problem pairs, whereas intra-mathematical skills were fostered most effectively by a backward fading procedure. Subjective assessments were especially positive when fading procedures or example-problem pairs were implemented. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01