Which personal factors affect mathematical modelling? The effect of abilities, domain specific and cross domain-competences and beliefs on performance in mathematical modelling.
In this study, the effects of personal factors relevant for academic achievement and beliefs about mathematics on performance in modelling tasks are illuminated and empirically validated. Relations between performance in certain steps of the modelling process and reading competence, mathematical competence, general knowledge, word comprehension, fluid intelligence (reasoning ability) and beliefs about mathematics are particularized. Empirical validity of the postulated relations was tested by a structural equation approach with a sample of 959 students (grade six). Model fit and parameter estimates support the postulated relations between these personal factors and performance in mathematical modelling. Thereby, the construct of mathematical modelling was illuminated and conclusions for fostering mathematical modelling could be drawn by accounting for those personal factors affecting academic achievement that are related to mathematical modelling.
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