ABSTRACT Children in a first-grade class who were taking their first steps in formal mathematical knowledge were given a sequence of five modelling tasks during their regular mathematics lessons. These tasks were different in nature from the problems they encountered in their textbooks. They are more complex and challenging, requiring analysis of the problem situation and decisions about the mathematics that could be used. The nature and implementation of the tasks involved new curricular goals and new problem solving norms aimed at developing children’s modelling competencies. The findings show that the children were able to accept the new norms that promoted situation analysis and realistic considerations. They increased their use of argumentation, utilised existing additive strategies and displayed some use of multiplicative structures which the children had not encountered formally yet.

中文翻译：

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调查新的课程目标：当一年级学生解决建模任务时会发生什么？

摘要 在正规的数学课上，一年级的孩子们在正式的数学知识中迈出了第一步，他们被安排了一系列的五个建模任务。这些任务与他们在教科书中遇到的问题本质上是不同的。它们更加复杂和具有挑战性，需要分析问题情况并决定可以使用的数学。任务的性质和实施涉及旨在培养儿童建模能力的新课程目标和新问题解决规范。调查结果表明，孩子们能够接受促进情况分析和现实考虑的新规范。他们增加了论证的使用，