Lines of Inquiry in Mathematical Modelling Research in Education

ISBN-13: 9783030149338 / Angielski / Miękka / 2020 / 259 str.

Gloria Ann Stillman; Jill P. Brown

Recenzje

"I would highly recommend this book for anybody that is involved in mathematics education, as these papers provide a range and scope that can assist both researchers and educators. The unique perspectives brought by each of these articles can greatly help guide future research while also allowing researchers to have a foundation to build upon." (Deborah Gochenaur, MAA Reviews, May 24, 2020)

Spis treści

Series Preface Gabriele Kaiser

 

Preface

 

Contents

Chapter 1        State of the Art on Mathematical Modelling in Mathematics Education – Lines of Inquiry

Gloria A. Stillman

 

Chapter 2        Towards a Framework for a Dialectical Relationship between Pedagogical Practice and Research

Jussara de Loiola Araújo

 

Chapter 3        Interplay between Research and Development of Teaching Practices in Mathematical Modelling

Morten Blomhöj

 

Chapter 4        Establishing the Construct: Task Context

                         Jill Brown

 

Chapter 5        Approaches to Investigating Complex Dynamical Systems

France Caron and Miroslav Lovric                

 

Chapter 6        Precision, Priorities, and Proxies in Mathematical Modelling

Jennifer Czocher

 

Chapter 7        A Modelling Perspective on Students’ Reasoning: From a Mathematical Model to a Motion Model

                        Angeles Dominguez and Jorge de la Garza

 

Chapter 8        Teachers as Learners: Understanding and Valuing Mathematical Modelling through Professional Development

Elizabeth W. Fulton, Megan H. Wickstrom, Elizabeth A. Burroughs, and Mary Alice Carlson

 

Chapter 9        Assessing Sub-Competencies of Mathematical Modelling with the Help of Item Response Theory – Presentation of a New Test Instrument

Corinna Hertleif, Catharina Adamek and Gilbert Greefrath

 

Chapter 10      The Influence of Technology on the Mathematical Modelling of Physical Phenomena

Miriam Ortega and Luis Puig

 

Chapter 11      Adapting a Cognitive Tool for Representing Prospective and Practicing Teachers' Interpretations of Students' Modelling Activities

Juhaina Awawdeh Shahbari  and Michal Tabach

 

Chapter 12      Heuristic Strategies in Modelling Problems

Peter Stender

 

Chapter 13      The Impact of Task Authenticity on Students’ Mathematical Modelling Process

Dung Tran, An Nguyen, Duyen Nguyen, Giang-Nguyen T. Nguyen and Phuong Ta

 

Chapter 14      Children with Mathematical Difficulties Cope with Modelling Tasks: The Case of Sami

Ibtisam Abedelhalek Zubi and Irit Peled

 

Chapter 15      Data modelling

                        Djorde Kadijevich

 

Chapter 16      Conclusions and Future Lines of Inquiry in Mathematical Modelling Research in Education

                        Toshikazu Ikeda and Jill Brown

 

Refereeing process & reviewers

Index

Blurb

This open access book is based on selected presentations from Topic Study Group 21: Mathematical Applications and Modelling in the Teaching and Learning of Mathematics at the 13th International Congress on Mathematical Education (ICME 13), held in Hamburg, Germany on July 24–31, 2016. It contributes to the theory, research and teaching practice concerning this key topic by taking into account the importance of relations between mathematics and the real world. Further, the book addresses the “balancing act” between developing students’ modelling skills on the one hand, and using modelling to help them learn mathematics on the other, which arises from the integration of modelling into classrooms.

The contributions, prepared by authors from 9 countries, reflect the spectrum of international debates on the topic, and the examples presented span schooling from years 1 to 12, teacher education, and teaching modelling at the tertiary level. In addition the book highlights professional learning and development for in-service teachers, particularly in systems where the introduction of modelling into curricula means reassessing how mathematics is taught. Given its scope, the book will appeal to researchers and teacher educators in mathematics education, as well as pre-service teachers and school and university educators