TY - JOUR A1 - Gerber, Sebastian A1 - Quarder, Jascha A1 - Greefrath, Gilbert A1 - Siller, Hans-Stefan T1 - Promoting adaptive intervention competence for teaching simulations and mathematical modelling with digital tools BT - theoretical background and empirical analysis of a university course in teacher education JF - Frontiers in Education N2 - Providing adaptive, independence-preserving and theory-guided support to students in dealing with real-world problems in mathematics lessons is a major challenge for teachers in their professional practice. This paper examines this challenge in the context of simulations and mathematical modelling with digital tools: in addition to mathematical difficulties when autonomously working out individual solutions, students may also experience challenges when using digital tools. These challenges need to be closely examined and diagnosed, and might – if necessary – have to be overcome by intervention in such a way that the students can subsequently continue working independently. Thus, if a difficulty arises in the working process, two knowledge dimensions are necessary in order to provide adapted support to students. For teaching simulations and mathematical modelling with digital tools, more specifically, these knowledge dimensions are: pedagogical content knowledge about simulation and modelling processes supported by digital tools (this includes knowledge about phases and difficulties in the working process) and pedagogical content knowledge about interventions during the mentioned processes (focussing on characteristics of suitable interventions as well as their implementation and effects on the students’ working process). The two knowledge dimensions represent cognitive dispositions as the basis for the conceptualisation and operationalisation of a so-called adaptive intervention competence for teaching simulations and mathematical modelling with digital tools. In our article, we present a domain-specific process model and distinguish different types of teacher interventions. Then we describe the design and content of a university course at two German universities aiming to promote this domain-specific professional adaptive intervention competence, among others. In a study using a quasi-experimental pre-post design (N = 146), we confirm that the structure of cognitive dispositions of adaptive intervention competence for teaching simulations and mathematical modelling with digital tools can be described empirically by a two-dimensional model. In addition, the effectiveness of the course is examined and confirmed quantitatively. Finally, the results are discussed, especially against the background of the sample and the research design, and conclusions are derived for possibilities of promoting professional adaptive intervention competence in university courses. KW - adaptive intervention competence KW - diagnosis KW - simulation KW - mathematical modelling KW - digital tools KW - teacher education KW - pedagogical content knowledge KW - technology Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-323701 SN - 2504-284X VL - 8 ER - TY - JOUR A1 - Greefrath, Gilbert A1 - Oldenburg, Reinhard A1 - Siller, Hans-Stefan A1 - Ulm, Volker A1 - Weigand, Hans-Georg T1 - Basic Mental Models of Integrals - Theoretical Conception, Development of a Test Instrument, and first Results JF - ZDM – Mathematics Education N2 - A basic mental model (BMM—in German ‘Grundvorstellung’) of a mathematical concept is a content-related interpretation that gives meaning to this concept. This paper defines normative and individual BMMs and concretizes them using the integral as an example. Four BMMs are developed about the concept of definite integral, sometimes used in specific teaching approaches: the BMMs of area, reconstruction, average, and accumulation. Based on theoretical work, in this paper we ask how these BMMs could be identified empirically. A test instrument was developed, piloted, validated and applied with 428 students in first-year mathematics courses. The test results show that the four normative BMMs of the integral can be detected and separated empirically. Moreover, the results allow a comparison of the existing individual BMMs and the requested normative BMMs. Consequences for future developments are discussed. KW - basic mental model KW - Grundvorstellung KW - integral KW - empirical evidence KW - approaches in textbooks Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-232830 SN - 1863-9690 VL - 53 ER - TY - JOUR A1 - Greefrath, Gilbert A1 - Oldenburg, Reinhard A1 - Siller, Hans-Stefan A1 - Ulm, Volker A1 - Weigand, Hans-Georg T1 - Mathematics students’ characteristics of basic mental models of the derivative JF - Journal für Mathematik-Didaktik N2 - The concept of derivative is characterised with reference to four basic mental models. These are described as theoretical constructs based on theoretical considerations. The four basic mental models—local rate of change, tangent slope, local linearity and amplification factor—are not only quantified empirically but are also validated. To this end, a test instrument for measuring students’ characteristics of basic mental models is presented and analysed regarding quality criteria. Mathematics students (n = 266) were tested with this instrument. The test results show that the four basic mental models of the derivative can be reconstructed among the students with different characteristics. The tangent slope has the highest agreement values across all tasks. The agreement on explanations based on the basic mental model of rate of change is not as strongly established among students as one would expect due to framework settings in the school system by means of curricula and educational standards. The basic mental model of local linearity plays a rather subordinate role. The amplification factor achieves the lowest agreement values. In addition, cluster analysis was conducted to identify different subgroups of the student population. Moreover, the test results can be attributed to characteristics of the task types as well as to the students’ previous experiences from mathematics classes by means of qualitative interpretation. These and other results of students’ basic mental models of the derivative are presented and discussed in detail. N2 - Der Begriff der Ableitung wird anhand von vier Grundvorstellungen charakterisiert. Diese werden als theoretische Konstrukte beschrieben, die auf theoretischen Überlegungen beruhen. Die vier Grundvorstellungen – lokale Änderungsrate, Tangentensteigung, lokale Linearität und Verstärkungsfaktor – werden empirisch quantifiziert und validiert. Zu diesem Zweck wird ein Testinstrument zur Messung der Charakteristika dieser Grundvorstellungen von Lernenden erstellt, bzgl. Gütekriterien ausgewertet und an Mathematikstudierenden (n = 266) getestet. Die Ergebnisse zeigen, dass die vier Grundvorstellungen der Ableitung bei den Lernenden mit unterschiedlichen Merkmalen rekonstruiert werden können. Die Tangentensteigung weist über alle Aufgaben hinweg die höchsten Übereinstimmungswerte auf. Die Übereinstimmung bei Erklärungen, die auf der Grundvorstellung der lokalen Änderungsrate beruhen, ist bei den Studierenden nicht so stark ausgeprägt, wie man es aufgrund der Rahmenbedingungen im Schulsystem durch Lehrpläne und Bildungsstandards erwarten würde. Die Grundvorstellung der lokalen Linearität spielt eine eher untergeordnete Rolle. Der Verstärkungsfaktor erzielt die geringsten Übereinstimmungswerte. Darüber hinaus wurde eine Clusteranalyse durchgeführt, um verschiedene Untergruppen der Schülerpopulation zu identifizieren. Die Testergebnisse können mittels qualitativer Interpretation auf Merkmale der Aufgabentypen sowie auf die Vorerfahrungen der Studierenden aus dem Mathematikunterricht zurückgeführt werden. Diese und weitere Ergebnisse zu den grundlegenden mentalen Modellen der Studierenden zur Ableitung werden ausführlich dargestellt und diskutiert. KW - derivative KW - basic mental models KW - structure KW - test instrument KW - Ableitung KW - Grundvorstellung KW - Struktur KW - Testinstrument Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-324317 SN - 0173-5322 VL - 44 IS - 1 ER - TY - JOUR A1 - Siller, Hans-Stefan A1 - Elschenbroich, Hans-Jürgen A1 - Greefrath, Gilbert A1 - Vorhölter, Katrin T1 - Mathematical modelling of exponential growth as a rich learning environment for mathematics classrooms JF - ZDM Mathematics Education N2 - Mathematical concepts are regularly used in media reports concerning the Covid-19 pandemic. These include growth models, which attempt to explain or predict the effectiveness of interventions and developments, as well as the reproductive factor. Our contribution has the aim of showing that basic mental models about exponential growth are important for understanding media reports of Covid-19. Furthermore, we highlight how the coronavirus pandemic can be used as a context in mathematics classrooms to help students understand that they can and should question media reports on their own, using their mathematical knowledge. Therefore, we first present the role of mathematical modelling in achieving these goals in general. The same relevance applies to the necessary basic mental models of exponential growth. Following this description, based on three topics, namely, investigating the type of growth, questioning given course models, and determining exponential factors at different times, we show how the presented theoretical aspects manifest themselves in teaching examples when students are given the task of reflecting critically on existing media reports. Finally, the value of the three topics regarding the intended goals is discussed and conclusions concerning the possibilities and limits of their use in schools are drawn. KW - basic mental models KW - exponential growth KW - mathematics classrooms KW - mathematical modelling KW - growth models Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-324393 SN - 1863-9690 VL - 55 IS - 1 ER -