Case Study on Students’ Mathematical Modelling Processes considering the Achievement Level

Ostkirchen F, Greefrath G

Zusammenfassung

Heterogeneity can be taken into account in the classroom by using self-di erentiating tasks. From a mathematical-didactic point of view, modelling tasks are of particular interest in this regard because of this. The paper focuses on the heterogeneity dimension of mathematical achievement and modelling competence of 15-year-old students. First results of a case study will be described in how far the processes of a modelling task vary with regard to the aspect of achievement levels.