LEADER 04076nam  22006975  450 
001 9910492149503321
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010   $a9783030780715
010   $a3030780716
024 7 $a10.1007/978-3-030-78071-5
035   $aon1261641468
035   $aEBL6678416
035   $a(OCoLC)1261641468
035   $a(AU-PeEL)EBL6678416
035   $a(oapen)https://directory.doabooks.org/handle/20.500.12854/71650
035   $a(MiAaPQ)EBC6678416
035   $a(CKB)5470000000830888
035   $a(DE-He213)978-3-030-78071-5
035   $a(oapen)doab71650
035   $a(EXLCZ)995470000000830888
100   $a20210714d2021      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aMeasuring Professional Competence for the Teaching of Mathematical Modelling $eA Test Instrument /$fby Raphael Wess, Heiner Klock, Hans-Stefan Siller, Gilbert Greefrath
205   $a1st ed. 2021.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2021.
215   $a1 online resource (134 p.)
225 1 $aInternational Perspectives on the Teaching and Learning of Mathematical Modelling,$x2211-4939
300   $aDescription based upon print version of record.
311 08$a9783030780708 
311 08$a3030780708 
327   $aIntroduction -- Objectives and application areas -- Test development -- Implementation of the test -- Test quality -- Selected results -- References -- Attachment -- Modelling experiences -- Beliefs about mathematical modelling -- Self-efficacy about assesing mathematical modelling -- Modelling specific pedagogical content knowledge -- Test booklet.
330   $aThis open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model. Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models thataccurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.
410  0$aInternational Perspectives on the Teaching and Learning of Mathematical Modelling,$x2211-4939
606   $aMathematics$xStudy and teaching
606   $aTeachers$xTraining of
606   $aEducational tests and measurements
606   $aMathematics Education
606   $aTeaching and Teacher Education
606   $aAssessment and Testing
615  0$aMathematics$xStudy and teaching.
615  0$aTeachers$xTraining of.
615  0$aEducational tests and measurements.
615 14$aMathematics Education.
615 24$aTeaching and Teacher Education.
615 24$aAssessment and Testing.
676   $a510.71
700   $aWess$b Raphael$01235929
701   $aKlock$b Heiner$01235930
701   $aSiller$b Hans-Stefan$01235931
701   $aGreefrath$b Gilbert$0850066
801  0$bAU-PeEL
801  1$bAU-PeEL
801  2$bAU-PeEL
906   $aBOOK
912   $a9910492149503321
996   $aMeasuring Professional Competence for the Teaching of Mathematical Modelling$92870268
997   $aUNINA