Pubbl/distr/stampa	Cham, Switzerland : , : Springer, , [2021]
Descrizione fisica	1 online resource (649 pages)
Disciplina	510.712
Collana	International perspectives on the teaching and learning of mathematical modelling
Soggetto topico	Mathematical models - Study and teaching (Secondary) Models matemàtics Ensenyament de la matemàtica
Soggetto genere / forma	Llibres electrònics
ISBN	3-030-66996-3
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Intro -- Series Preface -- Contents -- Contributors -- Part I Introduction -- 1 Mathematical Modelling Education in the Cultural Contexts of West and East -- 1.1 Introduction -- 1.2 Theoretical Issues -- 1.3 Pedagogical Issues -- 1.4 Assessment Issues -- 1.5 Teaching Practice -- 1.6 Innovative Teaching Approaches -- 1.7 Examples on Mathematical Modelling -- 1.8 Issues at Tertiary Level -- 1.9 Other Subjects -- References -- Part II Theoretical Issues -- 2 Computational Thinking and Mathematical Modelling -- 2.1 Introduction -- 2.2 Computational Thinking -- 2.2.1 Habits Developed Through Coding Exercises -- 2.3 Examples -- 2.3.1 Example 1: From Data to Model -- 2.3.2 Example 2: From Processes to Model -- 2.3.3 Example 3: From Decisions to Model -- 2.4 Discussion -- 2.5 Conclusion -- References -- 3 Global Understanding of Complex Systems Problems Can Start in Pre-college Education -- 3.1 Introduction -- 3.2 Introduction to the SD Software -- 3.3 A Basic Deer Population Model -- 3.4 A More Realistic Deer Population Model -- 3.5 Modeling a Real-World Scenario -- 3.6 Can We Sustain the Reindeer Population? -- 3.7 Discussion -- 3.8 Conclusion -- References -- 4 Theorizing 'Modelling as Bridge' Between Content and Vehicle -- 4.1 Introduction -- 4.2 Background Literature -- 4.2.1 Teaching Mathematical Modelling -- 4.3 Methods -- 4.4 Results -- 4.5 Discussion and Conclusions -- References -- 5 Glocalization of Cultural Mathematical Practices Through Ethnomodelling -- 5.1 Initial Considerations -- 5.2 Developing Three Cultural Approaches to Ethnomodelling -- 5.3 Tree Trunk Cubing: An Example of a Glocal Ethnomodel -- 5.4 Final Considerations -- References -- 6 Positive Deviance in the Pedagogical Action of Ethnomodelling -- 6.1 Initial Remarks -- 6.2 Aspects of Positive Deviance in Ethnomodelling Research. 6.3 Land Demarcation: An Example of a Positive Deviance Ethnomodel -- 6.4 Final Remarks -- References -- 7 Models-and-Modelling Perspective Through the Eyes of Jean Piaget -- 7.1 Introduction -- 7.2 Methods -- 7.3 Piagetian Roots of the Models-and-Modelling Perspective -- 7.3.1 Modelling as a Series of Assimilations and Accommodations -- 7.3.2 Modelling Involves Social Interaction as Well as Cognition -- 7.4 Conclusion -- References -- Part III Pedagogical Issues -- 8 Influence of Social Background on Mathematical Modelling-The DiMo+ Project -- 8.1 Introduction -- 8.2 Theoretical Background -- 8.2.1 ESCS-Index for Economic, Social and Cultural Status -- 8.2.2 Mathematical Modelling -- 8.3 Design and Method -- 8.4 Results -- 8.4.1 Determining the ESCS -- 8.4.2 Video Analysis -- 8.5 Discussion and Conclusion -- References -- 9 Mandatory Mathematical Modelling in School: What Do We Want the Teachers to Know? -- 9.1 Introduction -- 9.2 Historical Overview-Teacher Education in Mathematical Modelling -- 9.3 Teaching Competencies for Mathematical Modelling and Their Measurement -- 9.4 Views of the Educators of the Educators for Teaching Modelling -- 9.5 Summary and Outlook -- References -- 10 Analysis of the Relationship Between Context and Solution Plan in Modelling Tasks Involving Estimations -- 10.1 Introduction -- 10.2 Theoretical Framework -- 10.3 Method -- 10.3.1 Sample -- 10.3.2 Procedure and Tasks -- 10.3.3 Data Analysis -- 10.4 Results -- 10.5 Discussion and Conclusions -- References -- 11 Generating a Design and Implementation Framework for Mathematical Modelling Tasks Through Researcher-Teacher Collaboration -- 11.1 Introduction -- 11.2 The Nature of Mathematical Modelling -- 11.3 Anticipatory Metacognition -- 11.4 Anticipation and Modelling -- 11.5 Enablers of Implemented Anticipation -- 11.6 Approach to Developing the DIFMT -- 11.7 The DIFMT. 11.8 Emergent Enablers -- 11.8.1 Core Teaching Enabler: Utilising the Modelling Process -- 11.8.2 Learning/Teaching Environment -- 11.8.3 Teacher Anticipatory Capability -- 11.9 Conclusion -- References -- 12 Pre-service Mathematics Teachers' Technological Pedagogical Content Knowledge: The Case of Modelling -- 12.1 Introduction -- 12.2 Modelling, Technology, and Teacher Knowledge -- 12.3 Method and Context -- 12.4 Analysis of Task Design -- 12.4.1 Elements of TPACK Emerging in Task Design -- 12.5 Discussion and Conclusion -- References -- 13 Interest and Emotions While Solving Real-World Problems Inside and Outside the Classroom -- 13.1 Introduction -- 13.2 Theoretical Background -- 13.2.1 Interest, Enjoyment, and Boredom -- 13.2.2 Real-World Problems in the Context of a Math Trail -- 13.2.3 Research Questions -- 13.3 Methodology -- 13.3.1 Participants and Procedure -- 13.3.2 Measures -- 13.3.3 Data Analysis -- 13.4 Results -- 13.4.1 Task-Specific Interest -- 13.4.2 Enjoyment and Boredom -- 13.5 Discussion -- 13.5.1 Task-Specific Interest -- 13.5.2 Enjoyment and Boredom -- 13.6 Strengths and Limitations -- 13.7 Conclusion and Summary -- References -- 14 Learners Developing Understanding of Fractions via Modelling -- 14.1 Introduction -- 14.2 Fractions -- 14.3 Modelling and Fractions as an Operator -- 14.4 The Study -- 14.4.1 Data Collection -- 14.4.2 Results and Analysis -- 14.4.3 Analysis -- 14.5 Discussion -- 14.6 Conclusion -- References -- 15 The Historical Development of Mathematical Modelling in Mathematics Curricular Standards/Syllabi in China -- 15.1 Theory -- 15.1.1 Different Perspectives on Mathematical Modelling -- 15.1.2 Mathematical Modelling of Curricular Standards in Different Countries -- 15.2 Method -- 15.2.1 Research Objects -- 15.2.2 Qualitative Text Analysis -- 15.3 Results -- 15.3.1 Evolution of Mathematical Modelling. 15.3.2 Requirements of Mathematical Modelling -- 15.4 Discussion -- References -- 16 Pictures in Modelling Problems: Does Numerical Information Make a Difference? -- 16.1 Introduction -- 16.2 Theoretical Framework -- 16.2.1 Pictures in Modelling Problems -- 16.2.2 Text and Picture Comprehension -- 16.2.3 Picture-Specific Utility Value -- 16.2.4 Research Questions -- 16.3 Method -- 16.3.1 Design -- 16.3.2 Utility Value -- 16.3.3 Modelling Performance -- 16.4 Results -- 16.4.1 Picture-Specific Utility Value -- 16.4.2 Modelling Performance -- 16.5 Discussion -- 16.5.1 Additional Useful Numerical Information -- 16.5.2 Additional Superfluous Numerical Information -- 16.5.3 Overall Discussion and Implications -- References -- Part IV Assessment Issues -- 17 Validity of Mathematical Modelling Assessments for Interdisciplinary Learning -- 17.1 Introduction -- 17.2 Problem and Background -- 17.3 Theoretical Framework -- 17.3.1 Argument-Based Approach to Validity -- 17.4 Method and Data -- 17.4.1 Setting and Participants -- 17.5 Results -- 17.5.1 Scoring Inferences -- 17.5.2 Inferences of Score Uses: Consequential Validity -- 17.5.3 Theory-Based Inferences: Construct Validity -- 17.5.4 Generalization and Extrapolation -- 17.6 Discussion -- 17.7 Conclusions -- 17.7.1 Future Directions -- References -- 18 Measuring Students' Metacognitive Knowledge of Mathematical Modelling -- 18.1 Introduction -- 18.2 Theoretical Background -- 18.2.1 Metacognitive Knowledge -- 18.2.2 Metacognitive Knowledge of Mathematical Modelling -- 18.3 Method -- 18.3.1 Item Construction and Data Collection -- 18.3.2 Item Examples -- 18.4 Results of the Quantitative Analysis -- 18.5 Summary and Discussion -- References -- 19 Mathematical Modelling in Dutch Lower Secondary Education: An Explorative Study Zooming in on Conceptualization -- 19.1 Introduction -- 19.2 Method. 19.2.1 Participants -- 19.2.2 Modelling Tasks -- 19.2.3 Mathematical Core Assignment -- 19.2.4 Task-Based Interview -- 19.2.5 Procedure -- 19.2.6 Analysis -- 19.3 Results -- 19.3.1 Results of the Modelling Tasks -- 19.3.2 Results of the Task-Based Interviews -- 19.4 Conclusion and Discussion -- References -- 20 Investigation of the Mathematics Modelling Competency of Mathematics Undergraduate Student Teachers -- 20.1 Introduction -- 20.2 Theoretical Framework -- 20.3 Study Design -- 20.3.1 Task Design -- 20.3.2 Sample -- 20.3.3 Test Analysis -- 20.4 Results -- 20.4.1 Performance of the Student Teachers -- 20.4.2 University and Gender Differences -- 20.4.3 Correlation Between Modelling Step Reached and Modelling Competition Experience -- 20.5 Conclusions and Outlook -- References -- 21 Measuring Professional Competence for the Teaching of Mathematical Modelling -- 21.1 Introduction -- 21.2 Theoretical Frame -- 21.2.1 Professional Knowledge -- 21.2.2 Beliefs -- 21.2.3 Self-Efficacy -- 21.3 Empirical Validation of the Structural Model -- 21.4 Results -- 21.5 Discussion -- 21.6 Conclusion and Outlook -- References -- Part V Teaching Practice -- 22 Attending to Quantities Through the Modelling Space -- 22.1 Introduction -- 22.2 Relevant Theoretical Constructs -- 22.3 Methodology -- 22.4 Theory-Building Case Presentation and Analysis -- 22.5 Implications -- References -- 23 Characteristic Elements Influencing the Practices of Mathematics Teachers Developing the Modelling Process in Ninth Grade -- 23.1 Introduction -- 23.2 Onto-Semiotic Approach: Didactic Suitability -- 23.2.1 Epistemic Aspects of Mathematical Modelling -- 23.2.2 Didactical Suitability Criteria for Mathematical Modelling -- 23.3 The Study -- 23.4 Analysis and Discussion of Responses -- 23.4.1 Epistemic Category -- 23.4.2 Didactic Category -- 23.5 Conclusion -- References. 24 Pre-service Teachers' Facilitations for Pupils' Independency in Modelling Processes.
Record Nr.	UNINA-9910483205503321

Autore	Schindler-Tschirner Susanne
Edizione	[1st ed. 2021.]
Pubbl/distr/stampa	Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer, , 2021
Descrizione fisica	1 online resource (IX, 61 p. 32 illus., 3 illus. in color.)
Disciplina	510
Collana	Springer essentials
Soggetto topico	Mathematics Mathematics - Study and teaching General Mathematics and Education Mathematics Education Ensenyament de la matemàtica
Soggetto genere / forma	Llibres electrònics
ISBN	3-658-32733-2
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Record Nr.	UNISA-996466400703316

Edizione	[1st ed. 2023.]
Pubbl/distr/stampa	Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
Descrizione fisica	1 online resource (234 pages)
Disciplina	372.7
Soggetto topico	Mathematics—Study and teaching Educational psychology Teaching Education Children Mathematics Education Educational Psychology Didactics and Teaching Methodology Childhood Education Ensenyament de la matemàtica Educació primària Educació secundària
Soggetto genere / forma	Llibres electrònics
ISBN	3-031-31848-X
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Chapter 1. An introduction to mathematical teaching and learning in the elementary and middle school years -- Part I: PEDOGICAL APPROACHES TO TEACHING -- Chapter 2. Instructional Supports for Mathematical Problem Solving and Learning: Visual Representations -- Chapter 3. Equilibrated Development Approach to Word Problem Solving in Elementary Grades: Fostering Relational Thinking -- Chapter 4. Experiences of Tension in Teaching Mathematics for Social Justice -- Chapter 5. Designing Inclusive Educational Activities in Mathematics: The Case of Algebraic Proof -- Chapter 6. A Sustained Board Level Approach to Elementary School Teacher Mathematics Development -- Part II: MATHEMATICAL LEARNING -- Chapter 7. A Digital Home Numeracy Practice (DHNP) Model to Understand the Digital Factors Affecting Middle School Children’s Mathematics Practice -- Chapter 8. How Number Talks Assist Students in Becoming Doers of Mathematics -- Chapter 9. Language Matters: Mathematical Learning and Cognition in Bilingual Children -- Chapter 10. Mathematical Creativity of Learning in 5th Grade Students -- Chapter 11. Symbolic Mathematics Language Literacy: A Framework and Evidence from a Mixed Methods Analysis -- Chapter 12. Grasping Patterns of Algebraic Understanding: Dynamic Technology Facilitates Learning, Research, and Teaching in Mathematics Education -- Index.
Record Nr.	UNINA-9910731463203321

Edizione	[1st ed. 2022.]
Pubbl/distr/stampa	Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022
Descrizione fisica	1 online resource (285 pages)
Disciplina	510.71
Collana	Mathematics Education in the Digital Era
Soggetto topico	Mathematics - Study and teaching Teachers - Training of Mathematics Education Teaching and Teacher Education Ensenyament de la matemàtica
Soggetto genere / forma	Llibres electrònics
ISBN	3-030-90850-X
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Chapter 1. The Theory of Mathematical Working Spaces – Theoretical Characteristics -- Chapter 2. Methodological Aspects in the Theory of Mathematical Working Spaces -- Chapter 3. The Theory of Mathematical Working Spaces in Brief -- Chapter 4. The Reference Mathematical Working Space -- Chapter 5. Personal Mathematical Work and Personal MWS -- Chapter 6. The Idoine or Suitable MWS as an Essential Transitional Stage between Personal and Reference Mathematical Work -- Chapter 7. The Theory of Mathematical Working Spaces: Theoretical Environment, Epistemological Stance and Dialogue with other Theories -- Chapter 8. Mathematical work in the digital age. Variety of tools and the role of genesis -- Chapter 9. Instrumental Genesis in the Theory of MWS: Insight from Didactic Research on Digital Artifacts -- Chapter 10. Mathematics Teachers’ Knowledge and Professional Development: A Cross-Case Comparison Study -- Chapter 11. Modeling in Education: New Perspectives Opened by the Theory of Mathematical Working Spaces -- Chapter 12. Mathematical Work and Beyond.
Record Nr.	UNINA-9910558493403321

Autore	Stewart Sepideh
Edizione	[1st ed. 2023.]
Pubbl/distr/stampa	Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023
Descrizione fisica	1 online resource (286 pages)
Disciplina	510.71
Collana	Advances in Mathematics Education
Soggetto topico	Mathematics - Study and teaching Mathematics History Education Teachers - Training of Study Skills Mathematics Education History of Mathematical Sciences Teaching and Teacher Education Study and Learning Skills Ensenyament de la matemàtica Formació del professorat
Soggetto genere / forma	Llibres electrònics
ISBN	3-031-34295-X
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Chapter 1. Reflecting on teaching mathematics at university: Collaboration among mathematics educators and mathematicians -- Chapter 2. Promoting effective collaboration in the mathematics community -- Chapter 3. Synergy between mathematicians and mathematics educators: Stories of many, and potent, facets -- Chapter 4. Mind the Gap: Reflections on Collaboration in Research and Teaching -- Chapter 5. Students enjoying transformed and improved learning experiences of mathematics in higher education -- Chapter 6. Identifying minimally invasive active classroom activities to be developed in partnership with mathematicians -- Chapter 7. Didactics of Mathematics as a field of mathematical research: the anthropological approach -- Chapter 8. Collaborative evaluation of teaching and assessment interventions: ideas from realistic evaluation -- Chapter 9. The development of inquiry-based mathematics teaching and learning -- Chapter 10. The Intimate Interplay Between Developing Teaching and Exploring Mathematics Through Reflecting in, on, and for, Teaching -- Chapter 11. Signatures of Teaching Mathematics -- Chapter 12. Long-term principles for meaningful teaching and learning of mathematics.
Record Nr.	UNINA-9910736990603321