Analysis of the complexity factors in individual solution plans and group developed solutions for real context estimation problems
DOI:
https://doi.org/10.48489/quadrante.23592Keywords:
modelling, estimation problems, pre-service teacher education, real-context problemsAbstract
Estimation problems in real context can be used as an introduction to mathematical modelling. In this study we started by collecting the individual solution plans of pre-service primary school teachers (N=224) who were given a sequence of contextualised estimation problems. Afterwards, the same students working in groups (N=63) solved the same problems by performing in situ measurements and estimations for each problem, and their solutions were also analysed and compared with their previous solution plans. In particular, the focus of the study is on the so-called complexity factors, which refer to the elements of the solution that are intended to obtain a more accurate estimate. The aim is to determine which complexity factors enrich individual solution plans and which ones enrich group solutions. Moreover, we identify which characteristics of the real context promote the inclusion of certain complexity factors, both in the individual solution plans and in the group developed solutions. The results allow us to identify the impact of fieldwork in the process of solving estimation tasks formulated in real contexts; related to the pre-service teacher's knowledge, the results allow us to identify shortcomings in the knowledge of mathematical tasks for teaching.
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