Developing a task design and implementation framework for fostering mathematical modelling competencies
Journal article
Geiger, Vince, Galbraith, Peter, Niss, Mogens and Delzoppo, Catherine. (2022). Developing a task design and implementation framework for fostering mathematical modelling competencies. Educational Studies in Mathematics. 109(2), pp. 313-336. https://doi.org/10.1007/s10649-021-10039-y
Authors | Geiger, Vince, Galbraith, Peter, Niss, Mogens and Delzoppo, Catherine |
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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. |
Keywords | mathematical modelling; competencies; competency; task design; task implementation; framework |
Year | 2022 |
Journal | Educational Studies in Mathematics |
Journal citation | 109 (2), pp. 313-336 |
Publisher | Springer |
ISSN | 0013-1954 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s10649-021-10039-y |
Scopus EID | 2-s2.0-85105216186 |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 313-336 |
Funder | Australian Research Council (ARC) |
Author's accepted manuscript | License File Access Level Open |
Publisher's version | License All rights reserved File Access Level Open |
Output status | Published |
Publication dates | |
Online | 23 Apr 2021 |
Publication process dates | |
Accepted | 07 Feb 2021 |
Deposited | 25 May 2022 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DP170101555 |
https://acuresearchbank.acu.edu.au/item/8xx4z/developing-a-task-design-and-implementation-framework-for-fostering-mathematical-modelling-competencies
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Author's accepted manuscript
AAM_Geiger_2022_Developing_a_task_design_and_implementation.pdf | |
License: CC BY 4.0 | |
File access level: Open |
Publisher's version
Geiger_2022_Developing_a_task_design_and_implementation.pdf | |
License: All rights reserved | |
File access level: Open |
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