Children with Mathematical Difficulties Cope with Modelling Tasks: What Develops?

Autor/inn/en	Zubi, Ibtisam Abdelhalek; Peled, Irit; Yarden, Marva
Titel	Children with Mathematical Difficulties Cope with Modelling Tasks: What Develops?
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 4, S.506-526 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peled, Irit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1527404
Schlagwörter	Mathematics Skills; Mathematics Instruction; Learning Problems; Grade 5; Elementary School Students; Identification; Skill Development; Pretests Posttests; Cooperative Learning; Student Attitudes; Peer Relationship; Learning Activities; Arabs; Semitic Languages; Mathematical Models; Heterogeneous Grouping + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lernproblem; School year 05; 5. Schuljahr; Schuljahr 05; Identifikation; Identifizierung; Kompetenzentwicklung; Qualifikationsentwicklung; Kooperatives Lernen; Schülerverhalten; Peer-Beziehungen; Lernaktivität; Arab; Araber; Arabisch; Hebräisch; Mathematical model; Mathematisches Modell
Abstract	This study investigates the participation and knowledge growth of children with mathematical difficulties as they work in groups with their classmates on a year-long sequence of modelling tasks. It involves observations of a class of 23 fifth graders, 9 of whom were identified as having difficulties in mathematics. All the students worked for 8 months on a sequence of 12 modelling task in heterogeneous groups. The findings show a gradual growth in modelling competencies and mathematical knowledge of the students with mathematical difficulties together with an increase in their contribution to the group. The growth in modelling competencies involved their ability to analyse situations and the growth of mathematical knowledge was evident in offering mathematical ideas during group work and in a better posttest performance. Student reflections indicated their awareness of these changes and of the appreciation of their ideas by their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01