Universität zu Köln

Krawitz, Janina ORCID: 0000-0001-8648-260X, Schukajlow, Stanislaw ORCID: 0000-0003-0519-5276 and Hartmann, Luisa ORCID: 0000-0002-7084-3930 (2025). Does problem posing affect self-efficacy, task value, and performance in mathematical modelling? Educational Studies in Mathematics, 119 (3). pp. 445-466. Springer Nature. ISSN 0013-1954

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Abstract

Problem posing is a promising teaching method for enhancing motivation and performance in mathematics and more specifically in mathematical modelling. Hence, the goals of our study were twofold: (1) to examine the effects of problem posing on modelling performance, self-efficacy, and task values in solving modelling problems, and (2) to analyze whether problem posing affects modelling performance via self-efficacy and task values. In a randomized control trial involving ninth- and tenth-grade students ( N = 210), participants were assigned to either a problem-posing and problem-solving group or to one of two problem-solving groups. Students in the problem-posing and problem-solving group received a booklet with descriptions of real-world situations and were prompted to pose and subsequently solve their own problems. Students in the two problem-solving groups received the same real-world situations with given problems and were asked to solve the problems. Before solving the problems, students in all groups reported their self-efficacy and task values. Prompting students to pose their own problems positively enhanced students’ self-efficacy and partially improved their task values in solving modelling problems. Further, problem posing indirectly affected modelling performance via self-efficacy but not task values. However, problem posing had no total effect on modelling performance. The findings for self-efficacy and task values are in line with expectancy-value theories, adding new insights to the field by highlighting the importance of motivational constructs in problem-posing approaches and instructions aimed at fostering mathematical modelling.

Item Type:	Article
Creators:	Creators Email ORCID ORCID Put Code Krawitz, Janina UNSPECIFIED https://orcid.org/0000-0001-8648-260X UNSPECIFIED Schukajlow, Stanislaw UNSPECIFIED https://orcid.org/0000-0003-0519-5276 UNSPECIFIED Hartmann, Luisa UNSPECIFIED https://orcid.org/0000-0002-7084-3930 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-797069
Identification Number:	10.1007/s10649-025-10385-1
Journal or Publication Title:	Educational Studies in Mathematics
Volume:	119
Number:	3
Page Range:	pp. 445-466
Number of Pages:	22
Date:	13 July 2025
Publisher:	Springer Nature
ISSN:	0013-1954
Language:	English
Faculty:	Faculty of Mathematics and Natural Sciences
Divisions:	Faculty of Mathematics and Natural Sciences > Department of Mathematics and Science Education > Institute of Mathematics Education
Subjects:	Education Mathematics
['eprint_fieldname_oa_funders' not defined]:	Publikationsfonds UzK
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/79706