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Measuring Metacognitive Modelling Competencies

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Mathematical Modelling and Applications

Abstract

Following the discussion about modelling competency as well as respective research results, metacognitive competencies are considered to be an essential component of modelling competency. Until now, there is no method or instrument to reliably measure metacognitive modelling competencies of larger groups of students. In this chapter, different methods for measuring metacognitive modelling competencies are discussed. In addition, results of a design-based process aiming for the development of a questionnaire for measuring metacognitive modelling competencies as well as selected items of the questionnaire are presented.

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Authors and Affiliations

  1. Faculty of Education, Didactics of Mathematics, Universität of Hamburg, Von-Melle-Park 8, Hamburg, 20146, Germany

    Katrin Vorhölter

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  1. Katrin Vorhölter
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Correspondence to Katrin Vorhölter .

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Editors and Affiliations

  1. Australian Catholic University, Ballarat, Victoria, Australia

    Gloria Ann Stillman

  2. University of Kassel, Kassel, Germany

    Werner Blum

  3. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

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Vorhölter, K. (2017). Measuring Metacognitive Modelling Competencies. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_15

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  • DOI: https://doi.org/10.1007/978-3-319-62968-1_15

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-62967-4

  • Online ISBN: 978-3-319-62968-1

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