Developing a task design and implementation framework for fostering mathematical modelling competencies.
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| Title: | Developing a task design and implementation framework for fostering mathematical modelling competencies. |
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| Authors: | Geiger, Vince1 vincent.geiger@acu.edu.au, Galbraith, Peter2, Niss, Mogens3, Delzoppo, Catherine1 |
| Source: | Educational Studies in Mathematics. Feb2022, Vol. 109 Issue 2, p313-336. 24p. |
| Subject Terms: | *Competency-based teacher education, *Classrooms, *Pedagogical content knowledge, Mathematics, Structural frames |
| Abstract: | In this article, we describe the generation of a Design and Implementation Framework for Mathematical Modelling Tasks (DIFMT) through a researcher-teacher collaboration. The purpose of the framework is to support holistic approaches to instructional modelling competency. This framework is underpinned by principles drawn from theory and praxis which are informed by the anticipatory capabilities that teachers require for the design and effective implementation of quality modelling tasks in secondary classrooms. A draft DIFMT was developed from a synthesis of research literature and was refined through an iterative process of task development, implementation and observation, reflection through teacher/student interviews, and revision of the framework. Each iteration made use of the most recent refinement of the co-constructed DIFMT, building theory while simultaneously addressing a problem in educational practice, consistent with a design-based methodology. Thus, the DIMFT developed organically throughout the project. While initial modelling exemplars were researcher-designed, the locus of responsibility moved to teachers as the project progressed. The DIFMT consists of two major components—principles for modelling task design and pedagogical architecture—each of which is structured around dimensions that include elaborations which detail the knowledge required for modelling as well as teacher and student capabilities. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154981188 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Developing a task design and implementation framework for fostering mathematical modelling competencies. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Geiger%2C+Vince%22">Geiger, Vince</searchLink><relatesTo>1</relatesTo><i> vincent.geiger@acu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Galbraith%2C+Peter%22">Galbraith, Peter</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Niss%2C+Mogens%22">Niss, Mogens</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Delzoppo%2C+Catherine%22">Delzoppo, Catherine</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Feb2022, Vol. 109 Issue 2, p313-336. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Competency-based+teacher+education%22">Competency-based teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+frames%22">Structural frames</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, we describe the generation of a Design and Implementation Framework for Mathematical Modelling Tasks (DIFMT) through a researcher-teacher collaboration. The purpose of the framework is to support holistic approaches to instructional modelling competency. This framework is underpinned by principles drawn from theory and praxis which are informed by the anticipatory capabilities that teachers require for the design and effective implementation of quality modelling tasks in secondary classrooms. A draft DIFMT was developed from a synthesis of research literature and was refined through an iterative process of task development, implementation and observation, reflection through teacher/student interviews, and revision of the framework. Each iteration made use of the most recent refinement of the co-constructed DIFMT, building theory while simultaneously addressing a problem in educational practice, consistent with a design-based methodology. Thus, the DIMFT developed organically throughout the project. While initial modelling exemplars were researcher-designed, the locus of responsibility moved to teachers as the project progressed. The DIFMT consists of two major components—principles for modelling task design and pedagogical architecture—each of which is structured around dimensions that include elaborations which detail the knowledge required for modelling as well as teacher and student capabilities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=154981188 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-021-10039-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 313 Subjects: – SubjectFull: Competency-based teacher education Type: general – SubjectFull: Classrooms Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Structural frames Type: general Titles: – TitleFull: Developing a task design and implementation framework for fostering mathematical modelling competencies. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Geiger, Vince – PersonEntity: Name: NameFull: Galbraith, Peter – PersonEntity: Name: NameFull: Niss, Mogens – PersonEntity: Name: NameFull: Delzoppo, Catherine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 109 – Type: issue Value: 2 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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