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Trends in Teaching and Learning of Mathematical Modelling

Trends in Teaching and Learning of Mathematical Modelling

 

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Editorial:
Springer Nature B.V.
Año de edición:
2011
Materia
Enseñanza de una materia específica
ISBN:
9789400709096

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Series Preface: Gabriele Kaiser and Gloria Stillman.- Chapter 1: Trends in Teaching and Learning of Mathematical Modelling (ICTMA14) - Preface : Gabriele Kaiser, Werner Blum, Rita Borromeo Ferri, Gloria Stillman.- Part I: Modelling from Primary to Upper Secondary School: Findings of Empirical Research.- Chapter 2: Modelling from Primary to Upper Secondary School: Findings of Empirical Research - Overview: Thomas Lingefjärd.- Chapter 3: Can Modelling be Taught and Learnt? Some Answers from Empirical Research: Werner Blum.- Chapter 4: Can Modelling Be Taught and Learnt? - A Commentary: Marcelo C. Borba.- Chapter 5: Upper Secondary Students’ Handling of Real-World Contexts: Andreas Busse.- Chapter 6: Word Problem Classification: A Promising Modelling Task at the Elementary Level: Dirk de Bock, Kim Vleugels, and Lieven Verschaffel.- Chapter 7: Understanding and Promoting Mathematical Modeling Competencies: An Applied Perspective: George Ekol.- Chapter 8: Secondary Teachers’ Beliefs About Teaching Applications - Design and Selected Results of a Qualitative Case Study: Frank Förster.- Chapter 9: Secondary Teachers’ Beliefs on Modelling in Geometry and Stochastics: Boris Girnat and Andreas Eichler.- Chapter 10: Examining Mathematising Activities in Modelling Tasks with a Hidden Mathematical Character:Roxana Grigoras, Fco. Javier García, and Stefan Halverscheid.- Chapter 11: The Sun Hour Project: Thomas Lingefjärd and Stephanie Meier.- Chapter 12: Mathematical Knowledge Application and Student Difficulties in a Design-Based Interdisciplinary Project: Kit Ee Dawn Ng.- Chapter 13: Evaluation of Teaching Activities with Multi-Variable Functions in Context: Yoshiki Nisawa and Seiji Moriya.- Chapter 14: Mathematical Modelling in Secondary Education: A Case Study: José Ortiz and Aldora Dos Santos.- Chapter 15: Students Overcoming Blockages While Building A Mathematical Model: Exploring A Framework : Sanne Schaap, Pauline Vos, and Martin Goedhart.- Chapter 16: What Did Taiwan Mathematics Teachers Think of Model-Eliciting Activities And Modeling Teaching? : Shih-Yi Yu and Ching-Kuch Chang.- Part II Looking Deeper into Modelling Processes: Studies with a Cognitive Perspective.- Chapter 17: Looking Deeper into Modelling Processes: Studies with a Cognitive Perspective - Overview: Susana Carreira.- Chapter 18: Applying Metacognitive Knowledge and Strategies in Applications and Modelling Tasks at Secondary School: Gloria Stillman.- Chapter 19: Effective Mathematical Modelling without Blockages - A Reaction on some Theoretical and Practical Ideas - A Commentary.- Rita Borromeo Ferri.- Chapter 20: Modelling Tasks: Insight into Mathematical Understanding: Jill P. Brown and Ian Edwards.- Chapter 21: Mathematical Modelling of Daily Life in Adult Education: Focusing on the Notion of Knowledge: Susana Carreira, Nélia Amado, and Filipa Lecoq.- Chapter 22: Students’ Modeling Routes in the Context of Object Manipulation and Experimentation in Mathematics: Susana Carreira and Ana Margarida Baioa.- Chapter 23: Engineering Model Eliciting Activities for Elementary School Students: Nicolas G. Mousoulides and Lyn D. English.- Chapter 24: Project Modelling Routes in 12 to 16-year-old Pupils: Manuel Sol, Joaquin Giménez and Núria Rosich.- Part III: Modelling in Teacher Education.- Chapter 25: Modelling in Teacher Education - Overview: Jill P. Brown.- Chapter 26: Models and Modelling: Perspectives on Teaching and Learning Mathematics for the 21st Century: Helen Doerr and Richard Lesh.- Chapter 27: Mathematical Modelling in a Distance Course for Teachers: Maria Salett Biembengut Hein and Thaís Mariane Biembengut Faria.- Chapter 28: In-service and Prospective Teachers’ Views about Modelling Tasks in the Mathematics Classroom - Results of a Quantitative Empirical Study: Sebastian Kuntze.- Chapter 29: Pre-service Secondary Mathematics Teachers’ Affinity with using Modelling Tasks in Teaching Years 8-10: Gloria Stillman and

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