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This chapter reports on results from a modelling study conducted in 2022 in Germany at the secondary level, and a comparison with a South African study from 2019 at the tertiary level. The unit, the test instruments and the teaching styles were the same for both studies. This parallel study was possible due to the mathematical requirements and the task contexts in unit and tests. In 2022, two classes followed a “method-integrative” teaching style, and two classes a “teacher-directive” style. Linear mixed regression models were used to evaluate and compare the results. Interesting similarities with the 2019 results but also unexpected peculiarities were identified. Altogether, the unit and both teaching styles were again effective to foster students’ modelling competency, with advantages for the method-integrative style.

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A Comparative Case Study on Teaching Modelling at the Secondary and Tertiary Levels with the Same Unit

  • 章节

  • 发表日期：

    2025年

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  • Rina Durandt,
  • Werner Blum,
  • Alfred Lindl,
  • Rita Borromeo Ferri

摘要

This chapter reports on results from a modelling study conducted in 2022 in Germany at the secondary level, and a comparison with a South African study from 2019 at the tertiary level. The unit, the test instruments and the teaching styles were the same for both studies. This parallel study was possible due to the mathematical requirements and the task contexts in unit and tests. In 2022, two classes followed a “method-integrative” teaching style, and two classes a “teacher-directive” style. Linear mixed regression models were used to evaluate and compare the results. Interesting similarities with the 2019 results but also unexpected peculiarities were identified. Altogether, the unit and both teaching styles were again effective to foster students’ modelling competency, with advantages for the method-integrative style.