The scientific discourse on mathematical modelling, especially with regard to its contributions to innovative teaching and learning in mathematics, has been established for decades. Opportunities for different modelling activities in mathematics education have changed in recent years due to the availability of digital resources. Digital resources can be useful, among other things, to support teachers and learners, especially when working on real problems, but also play an important role in assessment and in teacher education. Digital resources have become increasingly important for use in mathematics education and the pace of development is rapid due to technological advances. This Research Topic is dedicated to the use of digital resources in the context of modelling processes in mathematics education.
The Research Topic addresses the question of which aspects need to be considered when modelling with digital resources. Open research questions about the use of digital tools in modelling, e.g. how digital tools can be used effectively at different school levels and proficiency levels to develop students' modelling skills, are still not fully answered. Needs related to potential new task types or general influences of digital resources on instruction and learner performance, also need to be explored more deeply in the topic. Thus, we look in particular at empirical findings on modelling with digital tools in mathematics education, also with reference to examination design as well as in teacher education. Studies in this topic area deal, among other things, with the modelling competence of students working on real-world problems with digital tools and with the detailed analysis of the processing of learners using digital resources.
We are particularly interested in recent research on modelling with digital resources. Learners as well as pre-service teachers are increasingly confronted with the issue of mathematical modelling with digital resources. Digital resources can range from the use of a tool such as dynamic geometry software to the use of a complex digital learning environment or the use of the internet for modelling problems. Studies should be both qualitative and quantitative in nature. The results can be used to improve the teaching and learning of mathematical modelling with digital resources.
The scientific discourse on mathematical modelling, especially with regard to its contributions to innovative teaching and learning in mathematics, has been established for decades. Opportunities for different modelling activities in mathematics education have changed in recent years due to the availability of digital resources. Digital resources can be useful, among other things, to support teachers and learners, especially when working on real problems, but also play an important role in assessment and in teacher education. Digital resources have become increasingly important for use in mathematics education and the pace of development is rapid due to technological advances. This Research Topic is dedicated to the use of digital resources in the context of modelling processes in mathematics education.
The Research Topic addresses the question of which aspects need to be considered when modelling with digital resources. Open research questions about the use of digital tools in modelling, e.g. how digital tools can be used effectively at different school levels and proficiency levels to develop students' modelling skills, are still not fully answered. Needs related to potential new task types or general influences of digital resources on instruction and learner performance, also need to be explored more deeply in the topic. Thus, we look in particular at empirical findings on modelling with digital tools in mathematics education, also with reference to examination design as well as in teacher education. Studies in this topic area deal, among other things, with the modelling competence of students working on real-world problems with digital tools and with the detailed analysis of the processing of learners using digital resources.
We are particularly interested in recent research on modelling with digital resources. Learners as well as pre-service teachers are increasingly confronted with the issue of mathematical modelling with digital resources. Digital resources can range from the use of a tool such as dynamic geometry software to the use of a complex digital learning environment or the use of the internet for modelling problems. Studies should be both qualitative and quantitative in nature. The results can be used to improve the teaching and learning of mathematical modelling with digital resources.
