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001 9910492149503321
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010   $a3-030-78071-6
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(EXLCZ)995470000000830888
100   $a20220617d2021||||  u||         |
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
210   $aCham $cSpringer International Publishing AG$d2021
215   $a1 online resource (134 p.)
225 1 $aInternational Perspectives on the Teaching and Learning of Mathematical Modelling 
300   $aDescription based upon print version of record.
311   $a3-030-78070-8 
330   $aThis open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model. Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models that accurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.
410  0$aInternational Perspectives on the Teaching and Learning of Mathematical Modelling 
606   $aTeaching of a specific subject$2bicssc
606   $aTeacher training$2bicssc
606   $aEducation$2bicssc
606   $aFormaciķ del professorat$2thub
606   $aProfessors de matemātica$2thub
608   $aLlibres electrōnics$2thub
610   $aTeaching mathematical modelling
610   $aProfessional Competences for Teaching Mathematical Modelling
610   $aCOACTIV model
610   $aprofessional competences of teachers
610   $aBELIEFS ABOUT MATHEMATICAL MODELLING
610   $aTest Instrument
610   $atext vignette
615  7$aTeaching of a specific subject
615  7$aTeacher training
615  7$aEducation
615  7$aFormaciķ del professorat
615  7$aProfessors de matemātica
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