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• W2616625531 abstract "Modelling cycles describe the different sub-processes of modelling activities in different detail. Some of these sub-processes are understanding, simplifying, interpreting and validating. The division of modelling into partial processes is a possible way to reduce the complexity for those teaching and those learning. Also the view of the partial processes of modelling can be used to create strategic plans for students. Strategic plans can aid the processing of modelling problems. Blum and Borromeo Ferri (2009), for example, describe a so-called “solution plan” for students as part of the DISUM Project that is based on a simplified model building cycle. An alternative strategic plan can be found in Greefrath and Leuders (2013). In the set up of this strategic plan the problem solving steps of Polya were taken more strongly into consideration. The proposed plan for learners at the start of secondary school therefore contains five steps and was used for modelling tasks: Understanding the problem: Formulate it in your own words. Choosing the approach: Describe assumptions and plan the calculation method. Performing: Perform the calculation. Explaining the result. Checking: The result, calculation and approach. The strategic plan is similar to problem solving activities in order to use it more frequently than a plan specifically for modelling problems. As part of a qualitative study, pairs of students from a secondary school were observed while working with this strategic plan and subsequently questioned. The videos of the observations and interviews were completely transcribed and evaluated following Grounded Theory (Strauss & Corbin, 1990). In this way categories were developed which were then used to evaluate the results. The fulfilment of the requirements of the plan was one of these categories. Also the individual five steps of the plan were individually coded as part of this category and used for the analysis. Apparently there are students that have greater difficulties dealing with such a plan and others who only need a short introduction to work with the plan. Most of the students interviewed made positive comments about the strategic plan and felt supported by it. A detailed study of the solution processes seems indispensable since the differences were visible in the solution processes; however the written solutions of the students only exhibited few differences. References Blum, W.,  & Borromeo Ferri, R. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1 (1), 45-58. Greefrath, G., & Leuders, T. (2013). Verbrauch im Haushalt - Schatzen und Uberschlagen. In S. Prediger, B. Barzel, S. Hussmann, & T. Leuders (Eds.), mathewerkstatt (pp. 5-22). Berlin: Cornelsen. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage." @default.
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• W2616625531 date "2013-08-05" @default.
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• W2616625531 title "Strategic Plans for Modelling Problems" @default.
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