The Use of Heuristic Strategies in Modelling Activities

Autor/in	Stender, Peter
Titel	The Use of Heuristic Strategies in Modelling Activities
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 1-2, S.315-326 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stender, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-017-0901-5
Schlagwörter	Mathematical Models; Mathematics Instruction; Teaching Methods; Heuristics; Problem Solving; Word Problems (Mathematics); Video Technology; Intervention + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Heuristik; Problemlösen; Textaufgabe
Abstract	For students working on realistic complex modelling problems as autonomously as possible the support by a tutor is indispensable for the students. However, how this support can be realised is still a question that has not been sufficiently answered. Based on prior research, it turned out that teacher interventions based on heuristic strategies might have a high potential to support students in a way that keeps a high level of independency using Zech's idea of strategic teacher interventions. This result led to the question of how far the heuristic strategies known from problem-solving theory appear in the modelling process. To answer this question an existing reconstruction of the solving process of the bus stop problem was analysed with regard to these strategies. This reconstruction itself was based on videos of students working on the bus-stop-problem in the prior study. Relying on the identified heuristic strategies, strategic interventions were created that could facilitate the modelling process of the students. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01