Abstract
In this chapter, we report on multiple-choice tasks for assessing mathematizing competences of grade 9 students. The task format is complex, consisting of two layers. In the first layer, students are asked to consider a holistic modelling problem. In the second layer, they are asked for an atomistic competence (making assumptions, assigning variables, etc.) related to the same modelling problem. We conducted a qualitative study to investigate the validity of these tasks based on students’ response processes. Eight students worked in pairs solving the tasks collaboratively. The results show that all students were able to handle the layered task format. They reflected meta-cognitively on the holistic modelling problem, but none of them started solving it in itself. All students considered the remainder of the task, which made them focus on a specific mathematizing activity.
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Djepaxhija, B., Vos, P., Fuglestad, A.B. (2017). Assessing Mathematizing Competences Through Multiple-Choice Tasks: Using Students’ Response Processes to Investigate Task Validity. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_50
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