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Mathematical modelling – a key to citizenship education

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Initiationen mathematikdidaktischer Forschung

Abstract

The pandemic has demonstrated more than ever that citizens around the world need to understand how mathematics contributes to understanding global challenges and ways of overcoming them. People need to understand that predictions are based on models that make use of assumptions and the best inputs available. They also need to learn to critically evaluate reports based on the outcomes of models to make effective decisions and deal with the inherent uncertainty in an appropriate way. These capabilities make it clear that mathematical modelling is a key element of citizenship education. Given this fundamental role of modelling, we take a closer look at its definition, its history, its connection to other teaching approaches, as well as the competences students need to carry through modelling processes and the competences teachers need for teaching modelling.

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Author information

Authors and Affiliations

  1. International Centre for STEM Education, Pädagogische Hochschule Freiburg, Freiburg, Germany

    Katja Maass

  2. Laboratoire de Didactique André Revuz, Université de Paris/LDAR, Villebon sur Yvette, France

    Michèle Artigue

  3. University of Nottingham, Nottingham, England

    Hugh Burkhardt

  4. Utrecht University/Freudenthal Institute, Utrecht, Netherlands

    Michiel Doorman

  5. Queensland University of Technology, Brisbane, Australia

    Lyn D. English

  6. Institute of Learning Science and Teacher Education, Australian Catholic University, Brisbane, Australia

    Vincent Geiger

  7. Universität Klagenfurt, Klagenfurt, Austria

    Konrad Krainer

  8. Department of Mathematics, National and Kapodistrian University of Athens, Αthens, Greece

    Despina Potari

  9. Graduate School of Education, University of California, Berkeley, USA

    Alan Schoenfeld

Authors
  1. Katja Maass
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  2. Michèle Artigue
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  3. Hugh Burkhardt
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  4. Michiel Doorman
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  5. Lyn D. English
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  6. Vincent Geiger
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  7. Konrad Krainer
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  8. Despina Potari
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  9. Alan Schoenfeld
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Corresponding author

Correspondence to Katja Maass .

Editor information

Editors and Affiliations

  1. Fakultät für Erziehungswissenschaft, Universität Hamburg, Hamburg, Deutschland

    Nils Buchholtz

  2. Fakultät II – Natur- und Sozialwissenschaften, Universität Vechta, Vechta, Deutschland

    Björn Schwarz

  3. Fakultät für Erziehungswissenschaft, Universität Hamburg, Hamburg, Deutschland

    Katrin Vorhölter

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Maass, K. et al. (2022). Mathematical modelling – a key to citizenship education. In: Buchholtz, N., Schwarz, B., Vorhölter, K. (eds) Initiationen mathematikdidaktischer Forschung. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-36766-4_2

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