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            <title xml:lang="en">Pre-service teachers' judgments of students' solutions to open modeling problems: How important is it to make assumptions?</title>
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                <forename type="first">Katharina</forename>
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            <idno type="halRefHtml">&lt;i&gt;Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)&lt;/i&gt;, Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy</idno>
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                <title xml:lang="en">Pre-service teachers' judgments of students' solutions to open modeling problems: How important is it to make assumptions?</title>
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                    <forename type="first">Katharina</forename>
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                  <title>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</title>
                  <date type="start">2025-02-04</date>
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                <term xml:lang="en">openness</term>
                <term xml:lang="en">judgements</term>
                <term xml:lang="en">diagnostic competence</term>
                <term xml:lang="en">teacher education</term>
                <term xml:lang="en">Open modelling problems</term>
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              <p>&lt;div&gt;&lt;p&gt;An important type of mathematical problems are open modelling problems. However, it is a lack of insights into teachers' judgements of students' solutions to open modelling problems. The research question was: Which aspects of the students' solutions do the pre-service teachers emphasise. Twenty pre-service teachers engaged in solving four problems, assessed 14 students' solutions to these problems, and provided justifications for their judgements. A content analysis of the pre-service teachers' justifications identified positive and negative emphases while judging students' solutions. The findings suggest that pre-service teachers emphasised numerical and realistic assumptions positively, while they emphasised unrealistic and missing assumptions negatively. This study contributes to the theory of assessment of open modelling problems by showing what aspects of students' solutions matter when assessing mathematical modelling.&lt;/p&gt;&lt;/div&gt;</p>
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