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001436265 019__ $$a1249088262
001436265 020__ $$a9783030669966$$q(electronic bk.)
001436265 020__ $$a3030669963$$q(electronic bk.)
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001436265 020__ $$z9783030669959$$q(print)
001436265 0247_ $$a10.1007/978-3-030-66996-6$$2doi
001436265 035__ $$aSP(OCoLC)1249475695
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001436265 049__ $$aISEA
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001436265 08204 $$a511/.8071$$223
001436265 24500 $$aMathematical modelling education in East and West /$$cFrederick Koon Shing Leung, Gloria Ann Stillman, Gabriele Kaiser, Ka Lok Wong, editors.
001436265 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2021]
001436265 300__ $$a1 online resource (xvii, 658 pages) :$$billustrations
001436265 336__ $$atext$$btxt$$2rdacontent
001436265 337__ $$acomputer$$bc$$2rdamedia
001436265 338__ $$aonline resource$$bcr$$2rdacarrier
001436265 4901_ $$aInternational perspectives on the teaching and learning of mathematical modelling
001436265 504__ $$aIncludes bibliographical references and index.
001436265 5050_ $$aPart I. Introduction. Mathematical modelling education in the cultural contexts of West and East -- Part II. Theoretical issues. Computational thinking and mathematical modelling -- Global understanding of complex systems problems can start in pre-college education -- Theorizing 'modelling as bridge' between content and vehicle -- Glocalization of cultural mathematical practices through ethnomodelling -- Positive deviance in the pedagogical action of ethnomodelling -- Models-and-modelling perspective through the eyes of Jean Piaget -- Part III. Pedagogical issues. Influence of social background on mathematical modelling--the DiMo+ project -- Mandatory mathematical modelling in school: what do we want the teachers to know? -- Analysis of the relationship between context and solution plan in modelling tasks involving estimations -- Generating a design and implementation framework for mathematical modelling tasks through researcher-teacher collaboration -- Pre-service mathematics teachers' technological pedagogical content knowledge: the case of modelling -- Interest and emotions while solving real-world problems inside and outside the classroom -- Learners developing understanding of fractions via modelling -- The historical development of mathematical modelling in mathematics curricular standards/syllabi in China -- Pictures in modelling problems: does numerical information make a difference? -- Part IV Assessment issues. Validity of mathematical modelling assessments for interdisciplinary learning -- Measuring students' metacognitive knowledge of mathematical modelling -- Mathematical modelling in Dutch lower secondary education: an explorative study zooming in on conceptualization -- Investigation of the mathematics modelling competency of mathematics undergraduate student teachers -- Measuring professional competence for the teaching of mathematical modelling -- Part V. Teaching practice. Attending to quantities through the modelling space -- Characteristic elements influencing the practices of mathematics teachers developing the modelling process in ninth grade -- Pre-service teachers' facilitations for pupils' independency in modelling processes -- Investigating pre-service teachers' experiences with the "a paper format" modelling task -- Didactical adaptation of professional practice of modelling: a case study -- Part VI. Innovative teaching approaches. An opportunity for noticing by students and teachers -- Modelling and mobile learning with math trails -- Modelling in school mathematics: past achievements -- current challenges -- Opportunities for modelling: an extra-curricular challenge -- How mathematical modelling can be promoted by facilitating group creativity -- Data-based modelling to combine mathematical, statistical, and contextual approaches: focusing on Ninth-Grade students -- Implications of using mathematical modelling as a pedagogical tool on the mathematical concepts of proportions and proportional reasoning in a non-prototypical secondary mathematics classroom -- Using the modelling activity diagram framework to characterise students' activities: a case for geometrical constructions -- Sense-making in mathematics with activities of mathematical modelling: the case of multiplication at primary school -- Modelling the fundamental theorem of calculus using scientific inquiry -- Mathematical modelling activities within a context-based approach in Thai classrooms -- How to integrate mathematical modelling into calculus teaching? -- Part VII. Examples. Economic applications in the international debates on modelling and applications since the since the 1980s -- Inquiry-based orbital modelling to build coherence in trigonometry -- Video-based word problems or modelling projects -- classifying ict-based modelling tasks -- South African and Norwegian prospective teachers' critical discussions about mathematical models used in society -- Carbon footprints calculators and climate change -- Part VIII. Tertiary level. Understanding links between mathematics and engineering through mathematical modelling -- the case of training civil engineers in a course of structural analysis -- How does the teaching design influence engineering students' learning of mathematical modelling? a case study in a South African context -- Reflective engagements by practising South African teachers on a constructed model for university funding and rankings -- Mathematical modelling problems in a mathematics course for engineers: a commognitive perspective -- Mathematical modelling with biology undergraduates: balancing task difficulty and level of support -- Promoting conditions for student learning in a mathematical modelling course -- Part IX. Other subjects. The red book activity--a model eliciting activity to introduce and initiate a section on statistics focusing on variability and sampling -- Connections and synergies between the teaching and learning of statistics and modelling -- a pilot study -- System dynamics: adding a string to the modelling bow -- The extended theoretical framework of mathematical working space (Extended MWS): potentialities in chemistry -- An analytical scheme to characterise the mathematical discourse of biology tasks.
001436265 506__ $$aAccess limited to authorized users.
001436265 520__ $$a"This book documents ongoing research and theorizing in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications. Mathematical modelling provides a way of conceiving and resolving problems in peoples everyday lives as well as sophisticated new problems for society at large. Mathematical tradition in China that emphasizes algorithm and computation has now seen a renaissance in mathematical modelling and applications where China has made significant progress with its economy, science and technology. In recent decades, teaching and learning of mathematical modelling as well as contests in mathematical modelling have been flourishing at different levels of education in China. Today, teachers and researchers in China become keener to learn from their colleagues from Western countries and other parts of the world in research and teaching of mathematical modelling and applications. The book provides a dialogue and communication between colleagues from across the globe with new impetus and resources for mathematical modelling education and its research in both West and East with new ideas on modelling teaching and practices, inside and outside classrooms. All authors of this book are members of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), the peak research body into researching the teaching, assessing and learning of mathematical modelling at all levels of education from the early years to tertiary education as well as in the workplace. The book is of interest to researchers, mathematics educators, teacher educators, education administrators, policy writers, curriculum developers, professional developers, in-service teachers and pre-service teachers including those interested in mathematical literacy.""--Publisher's description
001436265 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed May 5, 2021).
001436265 650_0 $$aMathematical models$$xStudy and teaching.
001436265 650_6 $$aModèles mathématiques$$xÉtude et enseignement.
001436265 655_0 $$aElectronic books.
001436265 7001_ $$aLeung, Frederick K. S.,$$eeditor.
001436265 7001_ $$aStillman, Gloria,$$eeditor.
001436265 7001_ $$aKaiser, Gabriele,$$eeditor.
001436265 7001_ $$aWong, Ka Lok,$$eeditor.
001436265 77608 $$iPrint version:$$z9783030669959$$w(OCoLC)1225620991
001436265 830_0 $$aInternational perspectives on the teaching and learning of mathematical modelling.
001436265 852__ $$bebk
001436265 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-66996-6$$zOnline Access$$91397441.1
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