Mathematical modelling with problem posing (MoPro)

• Applicant: Dr. Janina Krawitz
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: since 2022
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 501104412

Problem posing – the generation of own problems – is an important topic in mathematics education. Problem posing receives attention because of ist great potential for fostering cognitive, metacognitive, and affective-motivational aspects of mathematics learning. In addition, the acquisition of problem posing competencies is also a goal on itself. The generation of own problems to real-world situations plays a special role for the field of applications and mathematical modeling. However, these perspectives have hardly been taken into account in the research on problem posing. It is an open question whether the activity of generating problems on the basis of real-world situations positively affects students’ modelling competencies and their motivation. Building on the research on problem posing, mathematical modelling and affect and motivation in learning mathematics, the MoPro project investigates (1) whether an intervention with the focus on teaching problem posing positively affects modelling competencies, problem posing competencies and motivation and (2) to determine whether these effects are mediated by cognitive, metacognitive and affectiv-motivational factors. In an experimental intervention study, teaching to develop and solve one's own problems on the basis of real-world situations is compared with teaching to solve given problems. The aims are to uncover the mechanisms of action of problem posing and to derive indications for targeted support of modelling, problem posing and motivation. The results help to expand the existing theories of problem posing and mathematical modelling.

• DFG Programme: Research Grants
• Co-Investigators: Professor Dr. Werner Blum; Professorin Dr. Katrin Rakoczy; Professor Dr. Stanislaw Schukajlow-Wasjutinski