The influence of retelling the task situation on making assumptions when working on mathematical modelling tasks with missing data

Surel, Anna; Greefrath, Gilbert

Abstract

Making realistic assumptions is an important part of processing mathematical modelling tasks with missing data, which many students have difficulties with. Retelling the task situation as a comprehension strategy is one option in order to foster the ability of building an adequate situation model, which forms the basis for making realistic assumptions. In the present study, the question was investigated to what extent written retelling of the task situation before the processing of modelling tasks has an influence on making realistic assumptions. For this purpose, students’ written processings of modelling tasks with and without the application of the retelling strategy were compared. First results indicate that students make more realistic assumptions when retelling the task situation before working on the task.