Research - Schukajlow - Deaprtment of Mathematics Education and Computer Science Education

Research Project ViMo (Duration: since 2015)

Funding Organisation

German Research Foundation [Deutsche Forschungsgemeinschaft]

Abstract

Modelling competency is important for students' current and future lives. Empirical research in this domain has shown that students' ability to solve real-word problems is poor and that stu-dents usually do not achieve a sufficient level of modelling competency in the regular class-room (Blum, 2011; Blum et al., 2007). One instructional element that can improve students' modelling competency is drawing a diagram to represent a modelling problem. However, re-sults on the effects of drawings on students' mathematics' performance have not been con-sistent (De Bock et al., 2003). One reason for these inconsistent results may be that previous studies have not paid sufficient attention to students' knowledge and quality of drawings. In the proposed project (Visualizations while solving modelling problems, ViMo), we will investigate the interplay between different types of drawings and students' strategy knowledge, quality of drawings, motivational predispositions, and performance.

Publications

Journal Articles (peer-reviewed)

Schukajlow, S., Blomberg, J., Rellensmann, J., & Leopold, C. (2021). Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance. Contemporary Educational Psychology, 65, 101967. https://doi.org/10.1016/j.cedpsych.2021.101967 Preprint

Rellensmann, J., Schukajlow, S., & Leopold, C. (2020). Measuring and investigating strategic knowledge about drawing to solve geometry modelling problems. ZDM Mathematics Education, 52, 97-110

Rellensmann, J., Schukajlow, S., & Leopold, C. (2017). Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students' mathematical modelling performance. Educational Studies in Mathematics, 95, 53-78

Book Chapters and Conference Proceedings (peer-reviewed)

Blomberg, J., Schukajlow, S., & Rellensmann, J. (2020). "Why don't you make a drawing?" Motivation and strategy use in mathematical modelling. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (pp. 46-54). Khon Kaen, Thailand: PME

Rellensmann, J. (2019). Selbst erstellte Skizzen beim mathematischen Modellieren. Wiesbaden: Springer Spektrum.

Schukajlow, S., Blomberg, J., & Rellensmann, J. (2019). I enjoy making drawings! Enjoyment, knowledge about drawings, use of drawings, and students' performance. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 297-304). Pretoria, South Africa: PME

Schukajlow, S., Blomberg, J., & Rellensmann, J. (2019). I am scared to make a drawing. Students' anxiety and its relation to the use of drawings, modelling, and gender. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Teacher Journals

Rellensmann, J., Schukajlow, S., & Blomberg, J. (2021). Was ist eine gute Skizze? [What is a good drawing?] mathematik lehren, 124, 24-26

Conference Proceedings (not peer-reviewed)

Rellensmann, J., Schukajlow, S., Blomberg, J., & Leopold, C. (2020). Effekte des Skizzenwissens auf die Modellierungsleistung: Eine Interventionsstudie. In H.-S. Siller, W. Weigel, & J. F. Wörler (Eds.), Beiträge zum Mathematikunterricht 2020 (pp. 757-760). WTM-Verlag. https://doi.org/10.37626/GA9783959871402.0

Blomberg, J., Schukajlow, S., Rellensmann, J., & Leopold, C. (2019). Ich weiß, wie eine gute Skizze aussieht – Erste Ergebnisse einer Interventionsstudie zur Förderung des Strategiewissens beim mathematischen Modellieren. In A. Frank, S. Krauss, & K. Binder (Eds.), Beiträge zum Mathematikunterricht 2019 (pp. 1109-1112). Münster: WTM-Verlag

Blomberg, J., Schukajlow, S., & Rellensmann, J. (2018). Skizze? Brauche ich nicht! Zum Zusammenhang von Motivation und Strategienutzung beim Modellieren. In Fachgruppe Didaktik der Mathematik der Universität Paderborn (Ed.), Beiträge zum Mathematikunterricht 2018 (pp. 317-320). Münster: WTM-Verlag

Rellensmann, J., Schukajlow, S., Blomberg, J., & Leopold, C. (2018). Zeichne eine Skizze = Wirkungsvolle Intervention? Effekte einer Visualisierungsaufforderung beim mathematischen Modellieren. In Fachgruppe Didaktik der Mathematik der Universität Paderborn (Ed.), Beiträge zum Mathematikunterricht 2018. Münster: WTM-Verlag

Rellensmann, J., Schukajlow, S., & Leopold, C. (2015). Gute Skizze - Bessere Lösung? In F. Caluori, H. Linneweber-Lammerskitten, & C. Streit (Eds.), Beiträge zum Mathematikunterricht 2015 (pp. 732-735). Münster: WTM