Project Details
Projekt
The benefits and boundary conditions of drawing prompts to solve modelling problems
Applicant
Dr. Johanna Schönherr
Subject Area
General and Domain-Specific Teaching and Learning
Term
from 2022 to 2023
Project identifier
Deutsche Forschungsgemeinschaft (DFG) - Project number 516325676
Making a situational or mathematical drawing can help solve cognitively demanding word problems with a connection to reality (modelling problems). However, empirically, drawing instructions (i.e., asking students to make a drawing) did not have positive effects on modelling performance. One explanation based on the Generative Drawing Principle is that the external cognitive load of constructing the drawing must be minimized (e.g., by drawing guidance) to have sufficient cognitive capacities for effective information processing. One approach to provide students with drawing guidance – so-called drawing prompts – is that the learners do not construct the drawing freely, but by arranging given objects on a background template. The aim of the planned study is to investigate the effects, mechanisms, and conditions of situational and mathematical drawing prompts to solve modelling problems. The experimental study follows a three-group design. First, the 180 students complete a test on content-specific mathematical abilities and strategic knowledge of drawing, as well as a questionnaire on strategy-based motivation. After random assignment, they work on mathematical modeling tasks with support in making a situational or mathematical drawing or without drawing prompts (control group). A multi-level mediation model will be analyzed to investigate the hypotheses about direct and indirect effects of situational and mathematical drawing prompts. Results will contribute to research in mathematics education and educational psychology and inform mathematics school instruction.
DFG Programme
WBP Fellowship
International Connection
USA
