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To solve mathematical modelling problems, students must translate real-world situations, which are typically presented in text form, into mathematical models. To complete the translation process, the problem-solver must first understand the real-world situation. Therefore, reading comprehension can be considered an essential part of solving modelli...
Citations
... Vilenius-Tuohimaa et al. (2008) found a strong correlation between the participating Finland primary students' English reading comprehension ability and their performance of solving math word problems in a study. The study of Krawitz et al. (2022) also agreed that the reading comprehension competence of EFL (English as a foreign language) students had a positive impact on constructing math models when solving math word problems presented in English. ...
... In this study, nevertheless, participants might use aiding resources, and they had a higher education level than the participants of Pungut and Shahrills' study. Krawitz et al. (2022) argued that provision of multimodal reading comprehension aids such as pictures and photos for students could effectively improve their understanding of the context of math word problems so as facilitate them to apply appropriate math modelling to solve the problems. However, the findings of the present study did not align with this claim. ...
Word problems are a question type commonly seen in math tests and exams. Since word problems are an integral part in teaching and learning of mathematics in schools, understanding what factors that would affect students’ ability to solve math word problems may help students understand where their weaknesses lie and help teachers adopt effective approaches to assess students’ ability of solving math word problems. Through the data collected from a timed online math quiz and an online questionnaire survey, the present study suggests that math word problems that are not presented in participants’ first language will be likely to cause disturbances to their process of solving the problems, but even when the questions are not presented in participants’ first language, the difference in the length nor the complexity of sentence structure of the questions would greatly affect their understanding of the context. Participants in general have the perception that their English reading comprehension ability is a critical factor that affects their performance of solving math word problems, but surprisingly, even though the participants could extract accurate information from the question context, they might not be able to apply the appropriate math model to solve the problems.
... Problem-solving has been considered a fundamental pillar for the teaching and learning processes of mathematics; in fact, it is a necessary means to develop mathematical knowledge (Baiduri et al., 2020;Bednorz & Kleine, 2023;Cai & Rott, 2024;Krawitz et al., 2022;Ministerio de Educación Nacional [MEN], 2006;Mukuka & Alex, 2024; National Council of Teachers of Mathematics [NCTM], 2000;Prediger et al., 2025;Rodríguez-Nieto et al., 2023;Rodríguez-Nieto et al., 2024;Ufer et al., 2024;Verschaffel et al., 2020). In particular, the Ministerio de Educación Nacional [MEN] (2016) reveal that additive problem solving is proposed in various curricular materials where some problems based on additive structures are presented with their respective resolution processes as evidenced in the Basic Learning Rights (BLR). ...
The level of arithmetic knowledge of a high school student was explored when solving additive word problems considering the semantic structure and syntactic component. The methodology was qualitative and developed in four stages: the first is the selection of the participant, the second is the design of a questionnaire with twenty additive problems, the third is the application of the semi-structured interview and questionnaire for the student to solve, and the fourth is the analysis of the data to identify the arithmetic knowledge. The results show that the student is at level 4 (directional relations level) solving comparison and equalization problems. However, he had difficulty in one of the comparison problems (incorrect application of the operation), but successfully solved the change, combination and equalization problems. It is concluded that the student can reinforce the comparison structure to have arithmetic knowledge of level 4 in its entirety.
... Advanced reading (comprehension) aims to obtain in-depth information and understanding of what is read (Krawitz et al., 2022). The importance of reading comprehension for students is to gain an understanding of what they read, including students being able to find the main idea of a paragraph, being able to answer questions about the contents of the reading and students being able to restate the contents of the reading in their own language. ...
This study discusses how to improve students' reading skills through the Survey Question Read Recite and Review (SQ3R) method. The purpose of this study is to improve the reading skills of grade VII students, this is due to the lack of students' ability to understand the texts they read. The data source in this study was grade VII students of SMP ISLAM TERAMPIL NM NW APANCOR KOPONG with a total of 23 students. This study was conducted in two cycles and the data collected were quantitative and qualitative data. Quantitative data is data obtained from the results of formative tests in each cycle, while qualitative data is in the form of observation results in each learning cycle. Based on the results of the study, the application of the SQ3R method can improve students' reading comprehension skills. This can be seen from the results of the students' reading comprehension test before the action was taken which only achieved classical completeness of 42.30% or could be said to be lacking. After applying the method in cycle I, students' reading comprehension skills increased with classical completeness of 69.23%, this can be said to be sufficient. In cycle II, students' reading comprehension ability increased quite significantly, namely with classical completeness of 88.46%, which is considered perfect. Thus, it can be concluded that the application of the Survey, Question, Read, Recite and Review (SQ3R) method can improve the reading comprehension ability of grade VII students.
... Therefore, the learning methods used must be able to increase students' understanding and interest in this material (J. W. Han et al., 2022;Krawitz et al., 2022;Ong & Quek, 2023). Currently, learning the history of the development of Islam in Vocational High Schools still faces various challenges (Altinyelken, 2021;Anggadwita et al., 2021;Casquilho et al., 2023). ...
The teaching of Islamic history in Vocational High Schools still predominantly relies on conventional lecture methods, which often result in low student engagement and comprehension. This study aims to develop and assess the effectiveness of the Inquiry-Transactional Learning Model in improving students' understanding of Islamic history. Applying a Research and Development (R&D) approach based on the Borg & Gall model, the study utilized observations, interviews, questionnaires, and pre-test and post-test evaluations. Data were analyzed using a paired sample t-test and qualitative analysis techniques. The results showed a significant improvement in students' understanding, as indicated by higher post-test scores compared to pre-test scores. Additionally, students demonstrated increased engagement, critical thinking, and motivation in learning Islamic history. The Inquiry-Transactional Learning Model has proven to be an effective and innovative approach in vocational school education, promoting active exploration and student-teacher interaction. Future research could focus on integrating this model with digital media to further enhance learning outcomes.
... Path analysis is the ability to directly estimate various relationships between variables in a model, including the causes of a variable and the effects of a causal chain (Jin et al., 2024). A path model, or path analysis, is a necessary but not sufficient condition for a variable to be considered a "cause" in the true sense (Krawitz et al., 2022). Riduwan & Engkos in (FADILLA, 2021) stated that the path analysis model is used to analyze the pattern of relationships between variables with the aim of determining the direct or indirect influence of a set of independent variables (exogenous) on the dependent variable (endogenous). ...
This study aims to determine the effect of arm muscle strength, speed, and eye-hand-foot coordination on basketball dribbling skills in students participating in basketball extracurricular activities. The research sample was 60 students participating in basketball extracurricular activities at one of the state high schools in jakarta. The research approach used in this study was associative multivariate, with survey methods and test techniques. The analysis technique used the path analysis approach at a significance level of 0.05. The results of the study based on the results of the path analysis test on each hypothesis with the provision of p-value <significance level of 0.05 showed that: there is a direct effect between arm muscle strength on speed, eye-hand-foot coordination, and basketball dribbling skills. There is a direct effect between speed on eye-hand-foot coordination and basketball dribbling skills. There is a direct effect between eye-hand-foot coordination on basketball dribbling skills. There is an indirect effect between arm muscle strength on basketball dribbling skills through eye-hand-foot coordination. There is an indirect effect of speed on basketball dribbling skills through eye-hand-foot coordination. There is an indirect effect of arm muscle strength on basketball dribbling skills through speed. Based on these results, it can be concluded that arm muscle strength, speed, and eye-hand-foot coordination have both direct and indirect effects on the basketball dribbling skills of extracurricular students.
... The students' presentations of these concepts in various formats, including Cartesian diagrams and sets of ordered pairs, showcased their proficiency in expressing mathematical relationships coherently and accurately. This finding supports the work of Krawitz et al. (2022), who advocate for the integration of real-world contexts into mathematics instruction to foster deeper conceptual understanding. ...
Indonesia, particularly the Java region, is home to a wealth of folklore rich in moral teachings. Among these, the story of Rama and Sinta is one of the most prominent, and upon initial investigation, it reveals an underlying presence of mathematical concepts, particularly relations and functions. Despite this potential, there is a lack of research on integrating such cultural elements into the teaching of mathematics. This study aims to fill this gap by exploring the use of the Rama and Sinta narrative as a contextual tool for teaching relations and functions. Following the design research method within the Ethno-Realistic Mathematics Education (Ethno-RME) framework, we developed instructional materials for seventh-grade students at a public school in Magelang, Central Java, Indonesia. These materials, consisting of both student and teacher books, were designed to contextualize the mathematical concepts of relations and functions within the cultural narrative. The resulting learning trajectory, consisting of five interconnected activities, not only deepened students' understanding of the mathematical concepts but also reinforced the moral lessons embedded in the folklore. This paper details the development process, implementation, and outcomes of this culturally responsive approach, contributing valuable insights into the integration of local cultural narratives with core mathematical concepts to enhance the learning experience.
... These activities are subsumed under the term premathematization (Niss & Blum, 2020, p. 14). The real model is a mental model anchored in the real world that includes simplifications of the initially complex real-world situation (for a detailed description and examples, see Krawitz et al., 2022). After the construction of the real model, this model can be transferred into a mathematical model, mathematical procedures can be applied, and the results can be interpreted and validated with respect to the realworld situation. ...
... Each step in the modelling process is a potential barrier, and previous studies have shown that significant difficulties arise even when conducting premathematizing activities (Krawitz et al., 2022;Leiss et al., 2010). Students often carry out premathematizing activities superficially by using keyword strategies with the goal of applying mathematical procedures recently taught in class (Krawitz, 2020;Verschaffel et al., 2000). ...
... Here, we specifically focused on the latter. Studies examining the effects of prompts show mixed results (Krawitz et al., 2022;Schukajlow et al., 2023b;Wijaya, 2017), suggesting that prompts tailored to the specific problem at hand positively influence solution performance, while general prompts tend to be less beneficial. However, specific prompts may only aid in solving the problem at hand and may contribute less to learning modelling compared to more general prompts that can be applied across various problems. ...
Problem posing is a promising teaching method for enhancing motivation and performance in mathematics and more specifically in mathematical modelling. Hence, the goals of our study were twofold: (1) to examine the effects of problem posing on modelling performance, self-efficacy, and task values in solving modelling problems, and (2) to analyze whether problem posing affects modelling performance via self-efficacy and task values. In a randomized control trial involving ninth- and tenth-grade students (N = 210), participants were assigned to either a problem-posing and problem-solving group or to one of two problem-solving groups. Students in the problem-posing and problem-solving group received a booklet with descriptions of real-world situations and were prompted to pose and subsequently solve their own problems. Students in the two problem-solving groups received the same real-world situations with given problems and were asked to solve the problems. Before solving the problems, students in all groups reported their self-efficacy and task values. Prompting students to pose their own problems positively enhanced students’ self-efficacy and partially improved their task values in solving modelling problems. Further, problem posing indirectly affected modelling performance via self-efficacy but not task values. However, problem posing had no total effect on modelling performance. The findings for self-efficacy and task values are in line with expectancy-value theories, adding new insights to the field by highlighting the importance of motivational constructs in problem-posing approaches and instructions aimed at fostering mathematical modelling.
... In general, mathematical modelling is understood as the transition or process of translating the context of realworld situations into the mathematical world to be solved (Hartmann et al., 2023;Krawitz et al., 2022;Ledezma et al., 2024) until a reasonable solution is obtained (Stillman, 2019). Mathematical modelling activities begin with a real-world problem situation in which the modeler (or problem solver) uses a mathematical perspective to solve the problem (Chan et al., 2019). ...
Mathematical modelling is an approach to bridge real-world problems into mathematics as an effort to improve students’ mathematical literacy. The purpose of this study is to conduct a bibliometric analysis of published articles related to mathematical modelling in elementary school. This research uses bibliometric analysis method. This study used the Scopus database scanned with the keywords “mathematical modelling” and “elementary school” with a time span of 1990-2024 obtained as many as 78 articles. The data collected was then analyzed using R-software and VOSviewer applications. The results of this study found that the development trend of mathematical modelling research in elementary schools significantly increased after 2015-2023 with a percentage of 67.95%. The top researchers who have the most influence are dominated by authors from Germany and Denmark. Furthermore, in recent years the dominant topics in mathematical modelling research studies in elementary schools such as mathematical modelling cycle, development, mathematical modelling competency, mathematical concept, mathematical knowledge, modeling process, mathematical modelling task, empirical study, and creative thinking. It is hoped that future research can focus on the literature of mathematical modelling carried out on the subject of high school to college level and include analysis on the literature in the years 1960-1990 which is the campaign period and the early years of integrating mathematical modelling into the curriculum of various countries in the world.
... Researchers who have conducted systematic literature reviews in this field (e.g., Schukajlow et al., 2018;Cevikbas et al., 2022) have also conducted experimental studies investigating the factors that influence mathematical modeling competencies. For example, the relationship between reading comprehension and modeling competence (Krawitz et al., 2022), the relationship between problemposing skills and modeling competence (Hartmann et al., 2021), and the relationship between drawing strategies and mathematical modeling competence (Rellensmann et al., 2023;Rellensmann et al., 2017Rellensmann et al., , 2020 are prominent studies. Among these studies, 'Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art' (Schukajlow et al., 2018) ranks fifth in the list of most cited publications with 53 citations; 'Make a drawing. ...
In the field of mathematics education, as in many other fields, comprehensive and summative review studies are an important part of the research that needs to be done in the field. In this way, researchers can manage their research processes with greater efficacy by accessing the most studied topics and studies published in SSCI and SCI-Expanded indexed journals from a single source. This study presents a bibliometric map of qualified studies on mathematical modeling between 2003 and 2023. After searching Web of Science, 178 articles and reviews were identified. According to the results, studies on mathematical modeling in mathematics education have increased over the years. It was found that most of the studies were research articles. One of the key results of the study is that research on the mathematical modeling process is more prevalent than research on problem-posing. The results suggest that there is a need for review studies such as systematic reviews, meta-analyses, and bibliometric analyses. In addition, it can be suggested that problem-posing studies should be included more in research articles.
... Eine große Zahl an Studien untersuchte Möglichkeiten, Schüler:innen zu unterstützen (z. B. $Fitzpatrick et$al., 2019;Große, 2014Große, , 2015Große, , 2017Große, , 2018Große, , 2022Krawitz et$al., 2022;Mevarech et$al., 2010;Schukajlow et$ al., 2015;Weyns et$ al., 2017;Zöttl et$ al., 2010), jedoch blieb der Erfolg dieser Interventionen zum Großteil begrenzt. Ein komplementärer Ansatz, Modellierungskompetenzen zu fördern, kann darin gesehen werden, durch den Einsatz von Technologien (wie beispielsweise AR und 3D-Druck) die Entwicklung räumlicher Vorstellungen zu unterstützen und somit Modellierungsanforderungen zu reduzieren. ...
Das vorliegende Kapitel beschreibt unterschiedliche Rollen digitaler Technologien
im Mathematikunterricht und deren Beitrag zu einem modernen und interaktiven
Lernumfeld. Digitale Technologien werden nicht überall mit derselben Geschwindigkeit in den Mathematikunterricht integriert, jedoch besteht Einigkeit über die
prinzipielle Notwendigkeit, digitale Werkzeuge zu nutzen. Dieser Beitrag beleuchtet Einsatzmöglichkeiten der Software GeoGebra, die das Lernen durch eine Verbindung von digitalen und real-weltlichen Umgebungen bereichern können und
mathematische Konzepte mit alltäglichen Situationen verknüpfen können. Darüber hinaus wird an Beispielen erläutert, wie Technologien wie Augmented Reality
und 3D-Druck neue Wege eröffnen können, um Mathematik visuell zu erkunden
und zu verstehen, indem sie ein aktives und experimentierendes Lernen fördern.
Die Auseinandersetzung mit realen Problemen in Form mathematischer Modellierungsprozesse ermöglicht es den Schüler:innen, abstrakte Konzepte greifbar zu machen und kreative Lösungsansätze zu entwickeln. Der Einsatz offener Aufgabenstellungen in Verbindung mit kontinuierlichem Feedback unterstützt ein tiefgreifendes Verständnis und die Entwicklung mathematischer Kompetenzen.
