Abstract
To solve mathematical modelling problems, students must translate real-world situations, which are typically presented in text form, into mathematical models. To complete the translation process, the problem-solver must first understand the real-world situation. Therefore, reading comprehension can be considered an essential part of solving modelling problems, and fostering reading comprehension might lead to better modelling competence. Further, ease of comprehension and involvement have been found to increase interest in the learning material, and thus, improving reading comprehension might also increase interest in modelling. The aims of this study were to (a) determine whether providing students with reading comprehension prompts would improve the modelling sub-competencies needed to construct a model of the real-world situation and their interest in modelling and (b) analyze the hypothesized effects in two different educational environments (Germany and Taiwan). We conducted an experimental study of 495 ninth graders (201 German and 294 Taiwanese students). The results unexpectedly revealed that providing reading comprehension prompts did not affect the construction of a real-world model. Further, providing reading comprehension prompts improved students’ situational interest. The effects of providing reading comprehension prompts on the construction of a real-world model were similar in Germany and Taiwan. Students’ interest in modelling improved more in Germany. An in-depth quantitative analysis of students’ responses to reading prompts, their solutions, and their interest in the experimental group confirmed the positive relation between reading comprehension and modelling and indicated that the reading comprehension prompts were not sufficient for improving reading comprehension. Implications for future research are discussed.
Highlights
Mathematical modelling competence is an important part of mathematical literacy
Reading comprehension plays a decisive role in the construction of a real-world model (Leiss et al, 2010) because the modelling problems encountered in the classroom are often presented in text form
The results showed that using the solution plan was beneficial for students’ modelling competence, but the specific role of reading comprehension prompts could not be derived from the data as it was not clear which prompts were responsible for the positive effect on modelling competence
Summary
Mathematical modelling competence is an important part of mathematical literacy. research on modelling has demonstrated that students encounter various difficulties when solving modelling problems (Blum, 2015). Teaching methods for modelling problems have often included elements that are aimed at improving the construction of a real-world model (Greefrath et al, 2018; Kaiser & Brand, 2015; Schukajlow et al, 2012). Reading comprehension plays a decisive role in the construction of a real-world model (Leiss et al, 2010) because the modelling problems encountered in the classroom are often presented in text form. Reading comprehension is often required to understand the real-world situation, and interventions that address students’ reading comprehension seem to be promising for fostering the ability to construct a realworld model and thereby improving one’s overall modelling competence. There has been a lack of experimental interventional studies in the field (Schukajlow et al, 2018)
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