Teaching mathematical modelling to German secondary school students via different designs – a CoSTAMM study

Abstract

This paper reports on results from a study conducted in 2022 in Germany at the secondary school level (grade 9). Teaching unit, teaching designs and test instruments were originally developed for a study at the tertiary level in South Africa. Two classes (35 students) followed an independence-oriented teaching design, and two classes (36 students) followed a teacher-directive design. Linear mixed regression models were used to evaluate the data. The unit and both designs were effective to foster students’ modelling competency, with advantages for the independence-oriented design.