Case Study on Students’ Mathematical Modelling Processes considering the Achievement Level

Friederike Ostkirchen; Gilbert Greefrath

doi:10.4995/msel.2022.16506

Autores/as

Friederike Ostkirchen University of Muenster
Gilbert Greefrath University of Muenster https://orcid.org/0000-0002-8322-5111

DOI:

https://doi.org/10.4995/msel.2022.16506

Palabras clave:

DiferenciaciÃ³n natural, modelizaciÃ³n matemÃ¡tica, rendimiento matemÃ¡tico, anÃ¡lisis de contenido cualitativo

Resumen

La heterogeneidad puede tenerse en cuenta en el aula mediante el uso de tareas de autodiferenciación. En este sentido, desde el punto de vista matemático-didáctico, las tareas de modelización tienen un interés especial. El artículo se centra en la dimensión de heterogeneidad del rendimiento matemático y la competencia de modelización de los alumnos de 15 años. Se describirán los primeros resultados de un estudio de caso en el que se analiza en qué medida los procesos de una tarea de modelización varían con respecto al aspecto de los niveles de rendimiento.

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Citas

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