On the Influence of Mathematical Thinking Styles on Learners’ Modeling Behavior

Analyzing modeling processes with a cognitive psychological perspective is much neglected in the national and international discussion on mathematical modeling. In this paper, I will report about the COM2-project (Cognitive psychological analysis of modelling processes in mathematics lessons) which had the goal to investigate pupils’ and teachers’ cognitive processes during modeling activities in mathematics lessons. In this article, the focus lies on the pupils’ behavior, whose individual modeling routes were reconstructed. These routes are described in detail and the influence of the mathematical thinking styles of pupils on these modeling routes is shown.

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