Does Strategic Knowledge Matter? Effects of Strategic Knowledge about Drawing on Students' Modeling Competencies in the Domain of Geometry

Autor/inn/en	Rellensmann, Johanna; Schukajlow, Stanislaw; Blomberg, Judith; Leopold, Claudia
Titel	Does Strategic Knowledge Matter? Effects of Strategic Knowledge about Drawing on Students' Modeling Competencies in the Domain of Geometry
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 3, S.296-316 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rellensmann, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.2012741
Schlagwörter	Geometry; Mathematics Instruction; Accuracy; Freehand Drawing; Mathematical Models; Comparative Analysis; Intervention; Teaching Methods; Grade 9; Secondary School Students; Foreign Countries; Student Evaluation; Measures (Individuals); Learning Strategies; Mathematics Skills; Instructional Effectiveness; Germany + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Drawing; Zeichnen; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Ausland; Schulnote; Studentische Bewertung; Messdaten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Deutschland
Abstract	We investigated how students' strategic knowledge about situational (pictorial) drawings and mathematical (schematic) drawings affects drawing accuracy and modeling competencies in the domain of geometry. We conducted a pre-posttest experimental study with 473 students in grade 9. Students were randomly assigned to one of three treatment conditions in which we used a 90-minute intervention to promote strategic knowledge about situational drawing (EG1), strategic knowledge about mathematical drawing (EG2), or strategic knowledge about situational and mathematical drawing (EG3). We also used a control group in which we did not promote any knowledge about drawing (CG). Results of a multilevel path analysis did not show a total effect of the strategic knowledge treatments on students' modeling competencies. However, the results indicated an indirect effect: Students who participated in the treatments demonstrated higher modeling competencies than students in the control condition, and strategic knowledge and drawing accuracy were mediating variables. Moreover, students who constructed a more accurate situational or mathematical drawing for a modeling problem were more likely to solve this problem adequately. Our findings indicate that strategic knowledge is a necessary but not sufficient precondition for the construction of high-quality drawings and high modeling competencies in geometry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01