Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Problem Solving | 6 |
| Mathematical Models | 5 |
| Mathematics Instruction | 4 |
| Competence | 2 |
| Foreign Countries | 2 |
| Grade 7 | 2 |
| Grade 9 | 2 |
| Intervention | 2 |
| Knowledge Level | 2 |
| Mathematics Skills | 2 |
| Adjustment (to Environment) | 1 |
| More ▼ | |
Source
| ZDM: The International… | 3 |
| Educational Assessment | 1 |
| Instructional Science: An… | 1 |
| Mathematical Thinking and… | 1 |
Author
| Leiss, Dominik | 6 |
| Hänze, Martin | 2 |
| Klieme, Eckhard | 2 |
| Plath, Jennifer | 2 |
| Besser, Michael | 1 |
| Harks, Birgit | 1 |
| Hartig, Johannes | 1 |
| Rakoczy, Katrin | 1 |
| Schwippert, Knut | 1 |
| Schütze, Birgit | 1 |
| Tropper, Natalie | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Secondary Education | 5 |
| Junior High Schools | 4 |
| Middle Schools | 4 |
| Elementary Education | 3 |
| Grade 7 | 2 |
| Grade 9 | 2 |
| High Schools | 2 |
| Grade 5 | 1 |
| Grade 8 | 1 |
| Intermediate Grades | 1 |
Audience
Location
| Germany | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHänze, Martin; Leiss, Dominik – Instructional Science: An International Journal of the Learning Sciences, 2022
This study examined whether learning with heuristic worked examples can improve students' competency in solving reality-based tasks in mathematics (mathematical modeling competency). We randomly assigned 134 students in Grade 5 and 180 students in Grade 7 to one of three conditions: control condition (students worked on reality-based tasks),…
Descriptors: Heuristics, Competence, Problem Solving, Mathematics Instruction
Plath, Jennifer; Leiss, Dominik – ZDM: The International Journal on Mathematics Education, 2018
Comprehending a mathematical modelling task is a central prerequisite for the following modelling process. In this study, we investigated the roles that the language proficiency of the students and the linguistic wording of the task play for the comprehension and the successful solving of mathematical modelling tasks. Five mathematical tasks with…
Descriptors: Mathematical Models, Mathematics Skills, Language Proficiency, Problem Solving
Leiss, Dominik; Plath, Jennifer; Schwippert, Knut – Mathematical Thinking and Learning: An International Journal, 2019
Solving reality-based tasks is an important goal in mathematics instruction and is anchored in education standards determined by mathematical modeling skills. These tasks demand a serious examination of the real-world as well as text comprehension to successfully solve them. Therefore, this study empirically reconstructed the comprehension process…
Descriptors: Mathematics Instruction, Reading Ability, Mathematical Models, Grade 7
Schütze, Birgit; Rakoczy, Katrin; Klieme, Eckhard; Besser, Michael; Leiss, Dominik – ZDM: The International Journal on Mathematics Education, 2017
Formative assessment has been identified as a promising intervention to support students' learning. How to successfully implement this means of assessment, however, is still an open issue. This study contributes to the implementation of formative assessment by analyzing the impact of a training measure on teachers' formative feedback practice,…
Descriptors: Mathematics Instruction, Self Efficacy, Feedback (Response), Teaching Methods
Tropper, Natalie; Leiss, Dominik; Hänze, Martin – ZDM: The International Journal on Mathematics Education, 2015
Empirical findings show that students have manifold difficulties when dealing with mathematical modeling problems. Accordingly, approaches for supporting students in modeling-based learning environments have to be investigated. In the research presented here, we adopted a scaffolding perspective on teaching modeling with the aim of both providing…
Descriptors: Scaffolding (Teaching Technique), Mathematical Models, Mathematics Instruction, Teacher Student Relationship
Harks, Birgit; Klieme, Eckhard; Hartig, Johannes; Leiss, Dominik – Educational Assessment, 2014
The present study investigates the empirical separability of mathematical (a) content domains, (b) cognitive domains, and (c) content-specific cognitive domains. There were 122 items representing two content domains (linear equations vs. theorem of Pythagoras) combined with two cognitive domains (modeling competence vs. technical competence)…
Descriptors: Numeracy, Cognitive Processes, Mathematical Concepts, Secondary School Mathematics
