A Cross-Sectional Study About Modelling Competency in Secondary School

Abstract

The meaning of mathematical modelling and modelling competencies has been discussed frequently and, in parts also controversially, recently. There is still a debate about how to measure modelling competency and a comprehensive agreement is not yet in sight. In this chapter we applied six stages of mathematical modelling competency to classify student solutions according to their modelling performance and investigated 234 student solution approaches from grades 6 to 11 for the modelling task, Restringing a Tennis Racket. We identified four main solution approaches. In the study we analysed the correlation of modelling competency stage and students’ grade as well as gender. The study shows that mathematical modelling competency is independent of gender issues in this specific case, and gives insights into the modelling behaviour of students of different grades.