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A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering

Educational studies in mathematics, 2022-02, Vol.109 (2), p.205-236

2022

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Skizzen zeichnen zu Modellierungsaufgaben – Eine Analyse themenspezifischer Differenzen einer Visualisierungsstrategie beim mathematischen Modellieren

Journal für Mathematik-Didaktik (Internet), 2021-10, Vol.42 (2), p.491-523

2021

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Word problems in mathematics education: a survey

ZDM, 2020-04, Vol.52 (1), p.1-16

2020

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Entwicklung prozeduraler Metakognition und des selbstregulierten Lernens durch den Einsatz multipler Lösungen zu Modellierungsaufgaben

Journal für Mathematik-Didaktik (Internet), 2020-10, Vol.41 (2), p.423-458

2020

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Affecting Task Values, Costs, and Effort in University Mathematics Courses: the Role of Profession-Related Tasks on Motivational and Behavioral States

International journal of science and mathematics education, 2024-06, Vol.22 (5), p.1013-1035

2024

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I find this task interesting, so do you? Preservice teachers’ judgments of students’ enjoyment, boredom, and situational interest regarding tasks with and without a connection to reality

Journal of mathematics teacher education, 2024-06, Vol.27 (3), p.499-520

2024

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Quality matters: how reflecting on the utility value of mathematics affects future teachers' interest

Educational studies in mathematics, 2020-10, Vol.105 (2), p.199-218

2020

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Evaluierte Lernumgebungen zum Modellieren

1st Aufl 2018 edition, 2018

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When Can Making a Drawing Hinder Problem Solving? Effect of the Drawing Strategy on Linear Overgeneralizations and Problem Solving

Frontiers in psychology, 2020-03, Vol.11, p.506-506

2020

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Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions

ZDM, 2017-06, Vol.49 (3), p.307-322

2017

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Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy

Journal for research in mathematics education, 2014-07, Vol.45 (4), p.497-533

2014

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Modeling from a cognitive perspective: theoretical considerations and empirical contributions

Mathematical thinking and learning, 2023-07, Vol.25 (3), p.259-269

2023

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Open modelling problems: cognitive barriers and instructional prompts

Educational studies in mathematics, 2023-11, Vol.114 (3), p.417-438

2023

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The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan

Educational studies in mathematics, 2022-02, Vol.109 (2), p.337-359

2022

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Posing and Solving Modelling Problems—Extending the Modelling Process from a Problem Posing Perspective

Journal für Mathematik-Didaktik (Internet), 2023-10, Vol.44 (2), p.533-561

2023

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Am I a math person? Linking math identity with students’ motivation for mathematics and achievement

European journal of psychology of education, 2024-06, Vol.39 (2), p.1513-1536

2024

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Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation

Teaching and teacher education, 2024-10, Vol.148, p.104659, Article 104659

2024

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The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics?

Learning and instruction, 2016-08, Vol.44, p.117-127

2016

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Characterizing external visualization in mathematics education research: a scoping review

ZDM, 2024-02, Vol.56 (1), p.73-85

2024

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Literature reviews in mathematics education and their significance to the field

ZDM, 2024-02, Vol.56 (1), p.1-3

2024

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Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems

ZDM, 2018-04, Vol.50 (1-2), p.143-157

2018

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Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality

ZDM, 2017-06, Vol.49 (3), p.367-378

2017

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The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings

Learning and instruction, 2022-08, Vol.80, p.101561, Article 101561

2022

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Do task variables of self-generated problems influence interest? Authenticity, openness, complexity, and students’ interest in solving self-generated modelling problems

The Journal of mathematical behavior, 2024-03, Vol.73, p.101129, Article 101129

2024

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Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students' mathematical modelling performance

Educational studies in mathematics, 2017-05, Vol.95 (1), p.53-78

2017

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A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering

Skizzen zeichnen zu Modellierungsaufgaben – Eine Analyse themenspezifischer Differenzen einer Visualisierungsstrategie beim mathematischen Modellieren

Word problems in mathematics education: a survey

Entwicklung prozeduraler Metakognition und des selbstregulierten Lernens durch den Einsatz multipler Lösungen zu Modellierungsaufgaben

Affecting Task Values, Costs, and Effort in University Mathematics Courses: the Role of Profession-Related Tasks on Motivational and Behavioral States

I find this task interesting, so do you? Preservice teachers’ judgments of students’ enjoyment, boredom, and situational interest regarding tasks with and without a connection to reality

Quality matters: how reflecting on the utility value of mathematics affects future teachers' interest

Evaluierte Lernumgebungen zum Modellieren

When Can Making a Drawing Hinder Problem Solving? Effect of the Drawing Strategy on Linear Overgeneralizations and Problem Solving

Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions

Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy

Modeling from a cognitive perspective: theoretical considerations and empirical contributions

Open modelling problems: cognitive barriers and instructional prompts

The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan

Posing and Solving Modelling Problems—Extending the Modelling Process from a Problem Posing Perspective

Am I a math person? Linking math identity with students’ motivation for mathematics and achievement

Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation

The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics?

Characterizing external visualization in mathematics education research: a scoping review

Literature reviews in mathematics education and their significance to the field

Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems

Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality

The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings

Do task variables of self-generated problems influence interest? Authenticity, openness, complexity, and students’ interest in solving self-generated modelling problems

Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students' mathematical modelling performance

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