Advancing and Consolidating Mathematical Modelling: Research from ICME-14 (International Perspectives on the Teaching and Learning of Mathematical Modelling) - Softcover

Über die Autorin bzw. den Autor

Gilbert Greefrath is Professor of Mathematics Education with a focus on secondary education at the University of Muenster (Germany). After receiving his doctorate in mathematics, he taught at universities in Karlsruhe and Cologne. His research focuses on mathematical modelling, the use of digital mathematical tools, the transition from school to university and the development of test and examination tasks.

 

Susana Carreira is Associate Professor at the University of Algarve and Member of the Research Unit of the Institute of Education of the University of Lisbon, where she collaborates in the supervision of master and doctoral students in mathematics education. Her research activity has been on technologies in mathematics teaching and learning, mathematical modelling and applications, problem solving, mathematical creativity and affect in mathematics education.

 

Gloria Ann Stillman is an Associate Professor of Mathematics Education at Australian Catholic University (Ballarat). She is a highly experienced Lecturer in primary, early childhood and secondary mathematics education. She has authored many publications on the teaching, learning and assessing of mathematical modelling. She is immediate past President of the International Community of Teachers of Mathematical Modelling and Applications and former Vice President (Research) of the Mathematics Education Research Group of Australasia.

Von der hinteren Coverseite

This edited volume presents applications and modelling as a world-renowned sub-field of research in mathematics education. It includes the discussion on students’ development of modelling competency through the teaching of applications and modelling. The teaching of mathematical modelling is considered from different perspectives, such as mathematical, pedagogical-didactical perspectives and critical-societal or socio-political perspectives. Assessment practices (local, regional or international) of modelling activities and difficulties with modelling activities at school and university levels, respectively, are discussed. Use of technology and other resources in modelling activities and their impact on the modelling processes are included in the considerations. Teaching practices, teacher education and professional development programs concerning the integration of applications and modelling in school and university mathematics programs are developed in this context.