Trends in Teaching and Learning of Mathematical Modelling ICTMA14 /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Kaiser, Gabriele (Επιμελητής έκδοσης), Blum, Werner (Επιμελητής έκδοσης), Borromeo Ferri, Rita (Επιμελητής έκδοσης), Stillman, Gloria (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Dordrecht : Springer Netherlands, 2011.
• Σειρά: International Perspectives on the Teaching and Learning of Mathematical Modelling, 1
• Θέματα: Education.; Mathematical models.; Mathematics > Study and teaching.; Mathematics Education.; Mathematical Modeling and Industrial Mathematics.

 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. 

 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 Jill P. Brown. Part IV:    Using Technologies: New Possible Ways of Learning and Teaching Modelling -- Chapter 30: Using Technologies: New Possible Ways of Learning and Teaching Modelling – Overview: Gilbert Greefrath -- Chapter 31: Factors Affecting Teachers’ Adoption of Innovative Practices with Technology and Mathematical Modelling: Vince Geiger -- Chapter 32: Modelling Considering the Influence of Technology: Gilbert Greefrath, Hans-Stefan Siller, and Jens Weitendorf -- Chapter 33: Improving Learning in Science and Mathematics with Exploratory and Interactive Computational Modelling: Rui Gomes Neves, Jorge Carvalho Silva, and Vítor Duarte Teodoro -- Part V: Modelling Competency: Learning, Applying and Developing Competencies -- Chapter 34: Modelling Competency: Learning, Applying and Developing Competencies – Overview: Morten Blomhøj -- Chapter 35.