Durandt, Rina and Blum, Werner and Lindl, Alfred (2022) Fostering mathematical modelling competency of South African engineering students: which influence does the teaching design have? EDUCATIONAL STUDIES IN MATHEMATICS, 109 (2). pp. 361-381. ISSN 0013-1954, 1573-0816
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This paper reports on empirical results about the influence of two different teaching designs on the development of tertiary students' modelling competency and attitudes towards modelling. A total of 144 first year engineering students were exposed to a diagnostic entrance test, a modelling unit consisting of five lessons with ten tasks, enframed by a pre- and a post-test, and at the end a questionnaire on attitudes towards mathematical modelling. Similar to the German DISUM study, in the modelling unit, one group of participants followed an independence-oriented teaching style, aiming at a balance between students' independent work and teacher's guidance, while two other groups were taught according to a more traditional teacher-guided style. Linear mixed regression models were used to compare pre- and post-test results. The results show that all groups had significant learning progress, although there is much room for further improvement, and that the group taught according to the independence-oriented design had the biggest competency growth. In addition, this group exhibited more positive attitudes than the other groups in five of six attitudinal aspects.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | ATTITUDES; EDUCATION; TEACHERS; Attitudes towards modelling; Engineering students; Mathematical modelling competency; Student independence; Teaching design |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Bildungswissenschaft > Professur für Methoden der empirischen Bildungsforschung - Prof. Dr. Sven Hilbert |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 17 Aug 2022 09:56 |
| Last Modified: | 17 Aug 2022 09:56 |
| URI: | https://pred.uni-regensburg.de/id/eprint/46542 |
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