id: 06434122
dt: a
an: 2015c.00909
au: Brand, Susanne
ti: Effects of a holistic versus an atomistic modelling approach on students’
mathematical modelling competencies.
so: Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
2. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 185-192
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: M10 C30 D40
ut: modeling; modeling competencies; holistic approach; atomistic approach;
performance
ci:
li:
ab: Summary: The paper deals with the question of the practicability and the
effectiveness of different approaches to foster students’
mathematical modelling competencies. Within the modelling project ERMO
(Acquirement of modelling competencies) a holistic and an atomistic
approach of mathematical modelling were compared in order to find out
which approach is more effective in fostering the students’ modelling
competencies. The results of modelling tests with three measurement
points show that both approaches foster students’ modelling
competencies, but both approaches have strengths and weaknesses. The
data indicates that the holistic approach is more effectively for
students with weaker performance in mathematics.
rv: