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Modelling and Applications in Mathematics Education
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Editor(s):
Werner Blum
,
Peter L. Galbraith
,
Hans-Wolfgang Henn
,
Mogens Niss
Publication date
(Print):
2007
Publisher:
Springer US
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Applications of SAXS
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Book
ISBN (Print):
978-0-387-29820-7
ISBN (Electronic):
978-0-387-29822-1
Publication date (Print):
2007
DOI:
10.1007/978-0-387-29822-1
SO-VID:
29b387db-e22f-4670-9cbe-94f3762d6859
License:
http://www.springer.com/tdm
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Book chapters
pp. 3
Introduction
pp. 35
Less Chalk, Less Words, Less Symbols ... More Objects, More Context, More Actions
pp. 45
What’s all the Fuss about Competencies?
pp. 57
A Theory of Mathematical Modelling in Technological Settings
pp. 69
What Knowledge Do Teachers Need for Teaching Mathematics Through Applications and Modelling?
pp. 79
Beyond the Low Hanging Fruit
pp. 89
Modelling for Life: Mathematics and Children’s Experience
pp. 99
Modelling in Lower Secondary Mathematics Classroom — Problems and Opportunities
pp. 109
Mathematical Modelling — a Conversation with Henry Pollak
pp. 125
Epistemology and Modelling — Overview
pp. 129
Modelling Body Motion: an Approach to Functions Using Measuring Instruments
pp. 137
Emergent Modelling as a Precursor to Mathematical Modelling
pp. 145
Proving and Modelling
pp. 153
A Developmental Approach for Supporting the Epistemology of Modeling
pp. 161
What is Distinctive in (Our Views about) Models & Modelling Perspectives on Mathematics Problem Solving, Learning, and Teaching?
pp. 171
Everyday Instruments: On the Use of Mathematics
pp. 181
Authenticity and Goals — Overview
pp. 185
How to Replace Word Problems with Activities of Realistic Mathematical Modelling
pp. 193
The Relevance of Modelling and Applications: Relevant to Whom and for What Purpose?
pp. 201
Features and Impact of the Authenticity of Applied Mathematical School Tasks
pp. 209
Elementary Modelling in Mathematics Lessons: The Interplay Between “Real-World” Knowledge and “Mathematical Structures”
pp. 219
Modelling Competencies — Overview
pp. 225
Levels of Modelling Competencies
pp. 233
Modelling Both Complexity and Abstraction: A Paradox?
pp. 241
Studying and Remedying Students’ Modelling Competencies: Routine Behaviour or Adaptive Expertise
pp. 249
Assessing the “Phases” of Mathematical Modelling
pp. 257
The Arithmetic Operations as Mathematical Models
pp. 267
Applications and Modelling for Mathematics — Overview
pp. 275
The Roles of Modelling in Learning Mathematics
pp. 285
Developing Mathematical Literacy
pp. 295
Classroom Activities and the Teacher
pp. 309
Uses of Technologies in Learning Mathematics through Modelling
pp. 321
Modelling Pedagogy — Overview
pp. 325
Mathematical Modelling in High School Mathematics: Teachers’ Thinking and Practice
pp. 333
Mathematical Modelling in Teacher Education — Necessity or Unnecessarily
pp. 341
Building Concepts and Conceptions in Technology-Based Open Learning Environments
pp. 349
Towards a Wider Implementation of Mathematical Modelling at Upper Secondary and Tertiary Levels
pp. 357
How Might we Share Models Through Cooperative Mathematical Modelling? Focus on Situations Based on Individual Experiences
pp. 367
Implementation and Practice — Overview
pp. 371
Some Conditions for Modelling to Exist in Mathematics Classrooms
pp. 379
Picture (Im)Perfect Mathematics!
pp. 387
Learning Mathematical Modelling — From the Perspective of Probability and Statistics Education
pp. 395
Considering Workplace Activity from a Mathematical Modelling Perspective
pp. 405
Assessment and Evaluation - Overview
pp. 409
Modelling Based Project Examination
pp. 417
Mathematical Modelling and Applications: Ability and Competence Frameworks
pp. 425
“To Model, or to Let Them Model?” That is the Question!
pp. 433
Modelling and Applications in Pisa
pp. 441
Assessment of Applied Mathematics and Modelling: Using a Laboratory-Like Environment
pp. 451
Modelling and Applications in Primary Education
pp. 457
Possibilities for, and Obstacles to Teaching Applications and Modelling in the Lower Secondary Levels
pp. 463
Upper Secondary Perspectives on Applications and Modelling
pp. 469
Teaching Applications and Modelling at Tertiary Level
pp. 475
Modelling in Teacher Education
pp. 485
Moving the Context of Modelling to the Forefront: Preservice Teachers’ Investigations of Equity in Testing
pp. 491
Modelling in Ontario: Success in Moving Along the Continuum
pp. 497
Implementation Case Study: Sustaining Curriculum Change
pp. 503
Mathematical Modelling of Social Issues in School Mathematics in South Africa
pp. 513
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