Modeling the mechanisms of interest raising videos in education

The forced online education during the COVID pandemic in 2020 and 2021 showed many teachers how valuable video can be as a teaching tool. Videos have the potential to raise pupils' interest in educational content. The mechanisms of raising interest, however, have hardly been studied in actual materials used in actual classrooms. This study aims to validate the core components of a dynamic model (Film's Interest-Raising Mechanisms [FIRM] model) that describes how pupils' interest in a video and the educational content is the result of their appraisals of video characteristics. The five appraisals in the model represent characteristics of learning materials and activities, of films and videos, and of games that have been found to potentially raise interest: Novelty and complexity, comprehensibility, complex developments, rewarding closure, and absorption. We empirically tested the use of four videos in six 12th-grade science and mathematics classrooms (151 pupils) using pre- and post-tests, and path-modeling. All five appraisals in the FIRM model were found to be significant predictors for the pupils' interest in the video and for their development of interest in the educational content. Science Communication and Societ

Empirical research on teaching and learning of mathematical modelling:a survey on the current state-of-the-art

The teaching and learning of mathematical modelling is an important research field all over the world. In this paper we present a survey of the state-of-the-art on empirical studies in this field. We analyse the development of studies focusing on cognitive aspects of the promotion of modelling, i.e. the promotion of modelling abilities resp. skills, or in newer terminology, modelling competencies. Furthermore, we provide a literature search on the role of empirical research in important mathematics education journals and point out that this topic is only seldom treated in these journals. In addition, Proceedings of the conference series on the teaching and learning of mathematical modelling and applications were analysed in order to identify the role of empirical research in this important series and the kind of topics which are examined. The literature research points out the dominance of case study approaches and cognitively oriented studies compared to studies which used quantitative research methods or focused on affect-related issues. Finally, the papers in this special issue are described and developments and future prospects are identified

Replication in mathematics education

The goal of this working group is to examine the role replication studies should have in mathematics education research. In recent years psychology has been gripped by serious methodological concerns: the so-called ‘replication crisis’. A large number of psychology academics now believe that many published research findings cannot be replicated. This working group will discuss the replication crisis in psychology, discuss the extent to which similar issues apply in mathematics education, and consider potential solutions.edition: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1)status: Published onlin

Joy of mathematical modelling: a forgotten perspective?

We argue the relevance of including an affective perspective in the mathematical modelling education research and emphasise its importance for the teaching and learning of mathematical modelling at all levels, especially at the university. Our argument is supported by a recent survey of mathematics lecturers’ views on mathematical modelling, several follow-up interviews, and a review of literature on mathematical modelling that relates to enjoyment, pleasure, and appreciation. Findings from the survey and the follow-up interviews indicate that there is a group of practitioners who hold strong views on the importance of enjoyment in doing and teaching mathematical modelling