Make a Drawing. Effects of Strategic Knowledge, Drawing Accuracy, and Type of Drawing on Students' Mathematical Modelling Performance

Autor/inn/en	Rellensmann, Johanna; Schukajlow, Stanislaw; Leopold, Claudia
Titel	Make a Drawing. Effects of Strategic Knowledge, Drawing Accuracy, and Type of Drawing on Students' Mathematical Modelling Performance
Quelle	In: Educational Studies in Mathematics, 95 (2017) 1, S.53-78 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-016-9736-1
Schlagwörter	Mathematical Models; Freehand Drawing; Mathematics Instruction; Mathematics Achievement; Problem Solving; Teaching Methods; Accuracy; Statistical Analysis; Qualitative Research; Path Analysis + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Drawing; Zeichnen; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Qualitative Forschung; Pfadanalyse
Abstract	Drawing strategies are widely used as a powerful tool for promoting students' learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling performance. Sixty-one students were asked to create a drawing of the situation described in a task (situational drawing) and a drawing of the mathematical model described in the task (mathematical drawing) before solving modelling problems. A path analysis showed that strategic knowledge about drawing was positively related to students' modelling performance. This relation was mediated by the type and accuracy of the drawings that were generated. The accuracy of situational drawing was related only indirectly to performance. The accuracy of mathematical drawings, however, was strongly related to students' performance. We complemented the quantitative approach with a qualitative in-depth analysis of students' drawings in order to explain the relations found in our study. Implications for teaching practices and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01