Modelling, Argumentation and Problem-Solving in the Context of Outdoor Mathematics

Results of the MAP Study

Author: Simone Jablonski

Modelling, Argumentation and Problem-Solving in the Context of Outdoor Mathematics

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Therefore, the work outdoors at real objects is compared to the work inside the classroom. Similarities and differences are reported from three different perspectives: an observation perspective, the students’ perceptions perspective and a digital enrichment perspective.

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Summary

Description

Mathematics outside the classroom – this work examines the characteristics of outdoor mathematics in more detail. Leaving the classroom to discover mathematics in the environment has several potential benefits for mathematics, e.g. the acquisition of skills and competencies. By means of an empirical study with secondary school students, the competencies of modelling, argumentation and problem-solving are taken into consideration. Therefore, the work outdoors at real objects is compared to the work inside the classroom. Similarities and differences are reported from three different perspectives: an observation perspective, the students’ perceptions perspective and a digital enrichment perspective. The results contribute to the question of what characterizes the work outdoors at real objects.

About the Author

Simone Jablonski is an assistant professor for mathematics education at Paderborn University. Before, she worked as a postdoc researcher at Goethe University Frankfurt where this study was conducted. Her research focuses on mathematical modelling and reasoning, including in the context of outdoor mathematics, but also mathematical giftedness and the use of digital tools in mathematics education.