Does strategic knowledge matter? Effects of strategic knowledge about drawing on students’ modeling competencies in the domain of geometry

Abstract

ABSTRACT We investigated how students’ strategic knowledge about situational (pictorial) drawings and mathematical (schematic) drawings affects drawing accuracy and modeling competencies in the domain of geometry. We conducted a pre-posttest experimental study with 473 students in grade 9. Students were randomly assigned to one of three treatment conditions in which we used a 90-minute intervention to promote strategic knowledge about situational drawing (EG1), strategic knowledge about mathematical drawing (EG2), or strategic knowledge about situational and mathematical drawing (EG3). We also used a control group in which we did not promote any knowledge about drawing (CG). Results of a multilevel path analysis did not show a total effect of the strategic knowledge treatments on students’ modeling competencies. However, the results indicated an indirect effect: Students who participated in the treatments demonstrated higher modeling competencies than students in the control condition, and strategic knowledge and drawing accuracy were mediating variables. Moreover, students who constructed a more accurate situational or mathematical drawing for a modeling problem were more likely to solve this problem adequately. Our findings indicate that strategic knowledge is a necessary but not sufficient precondition for the construction of high-quality drawings and high modeling competencies in geometry.