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Trends in Teaching and Learning of Mathematical Modelling
ICTMA14, International Perspectives on the Teaching and Learning of Mathematical Modelling 1
ISBN/EAN: 9789400709096
Umbreit-Nr.: 1378488
Sprache:
Englisch
Umfang: xiv, 734 S.
Format in cm:
Einband:
gebundenes Buch
Erschienen am 24.06.2011
Auflage: 1/2011
- Zusatztext
- InhaltsangabeSeries 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 Jill P. Brown.
- Kurztext
- Applications and modelling and their learning and teaching in school and university have become a prominent topic in the last decades in view of the world-wide importance of the usage of mathematics in science, technology and everyday life. Trends in Teaching and Learning of Mathematical Modelling provides the reader ship with an overview on the newest international trends and developments on the teaching and learning of modelling from various theoretical and practical perspectives. The comprehensive overview on the most recent empirical research reflecting the development and promotion of modelling competencies at various age levels allows insight into possible affective and cognitive blockages and barriers for students' modelling processes and its teaching. The papers on the usage of technology describe new possibilities, how the usage of technology can inspire the teaching and learning of modelling. International modelling projects offer chances and possibilities to enrich the teaching and learning of mathematical modelling at secondary and tertiary level and describe challenging modelling examples and their possible usage in school and university. The necessary change of teacher education towards an inclusion of mathematical modelling is reflected from different perspectives and challenging examples are given. The contributing authors are influential members of the group "International Community of Teachers of Modelling and Applications" and important researchers in mathematics and mathematics education. The book will be of interest to mathematics educators, teacher educators, researchers, education administrators, curriculum developers, teachers and student teachers.
- Autorenportrait
- Gabriele Kaiser is a Professor of Mathematics Education at the University of Hamburg. She holds a master's degree as a teacher for mathematics and humanities and completed her doctorate in mathematics education on applications and modelling. She is Editor-in-Chief of "ZDM - The International Journal on Mathematics Education (formerly Zentralblatt fuer Didaktik der Mathematik) and since July 2007 she serves as president of the "International Community of Teachers of Modelling and Applications" (ICTMA), an ICMI affiliated Study Group.Werner Blum is a Professor of Mathematics Education at the University of Kassel. He got a Ph.D. in Pure Mathematics in 1970 from the University of Karlsruhe. His main research areas include empirical studies into the teaching and learning of mathematics and the professional knowledge of mathematics teachers, national and international comparative studies (especially PISA), quality development in mathematics teaching as well as applications and modelling in mathematics education.Rita Borromeo Ferri is a Guest Professor of Mathematics Education at the University of Hamburg. She holds a master's degree as a teacher for mathematics and geography and completed her doctorate in mathematics education on mathematical thinking styles and her post-doc study on applications and modelling. She taught several years in school and got a teaching award of the Faculty of Education at University of Hamburg.