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The Resource Modelling and Applications in Mathematics Education : The 14th ICMI Study, edited by Peter L. Galbraith, HansWolfgang Henn, Mogens Niss, (electronic resource)
Modelling and Applications in Mathematics Education : The 14th ICMI Study, edited by Peter L. Galbraith, HansWolfgang Henn, Mogens Niss, (electronic resource)
Resource Information
The item Modelling and Applications in Mathematics Education : The 14th ICMI Study, edited by Peter L. Galbraith, HansWolfgang Henn, Mogens Niss, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Oklahoma Libraries.This item is available to borrow from all library branches.
Resource Information
The item Modelling and Applications in Mathematics Education : The 14th ICMI Study, edited by Peter L. Galbraith, HansWolfgang Henn, Mogens Niss, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Oklahoma Libraries.
This item is available to borrow from all library branches.
 Summary
 The overall goal of Modelling and Applications in Mathematics Education is to provide a comprehensive overview of the stateoftheart in the field of modelling and applications in mathematics education. Key issues are dealt with, among which are the following: Epistemology and the relationships between mathematics and the "rest of the world"; the meaning of mathematical modelling and its process components; the respect in which the distinction between pure mathematics and applications of mathematics make sense Authenticity and Goals dealing with modelling and applications in mathematics teaching; appropriate balance between modelling activities and other mathematical activities; the role that authentic problem situations play in modelling and applications activities Modelling Competencies: characterizing how a student's modelling competency can be characterized; identifiable subcompetencies, and the ways they constitute a general modelling competency; developing competency over time Mathematical Competencies: identifying the most important mathematical competencies that students should acquire, and how modelling and applications activities can contribute toward building up these competencies; the meaning of "Mathematical Literacy" in relation to modelling Modelling Pedagogy: appropriate pedagogical principles and strategies for the development of modelling courses and their teaching; the role of technology in the teaching of modelling and applications Implementation and Practice: the role of modelling and applications in everyday mathematics teaching; major impediments and obstacles; advancing the use of modelling examples in everyday classrooms; documenting successful implementation of modelling in mathematics teaching Assessment and Evaluation: assessment modes that capture the essential components of modelling competency; modes available for modelling and applications courses and curricula; appropriate strategies to implement new assessment and evaluation modes in practice The contributing authors are eminent members of the mathematics education community. Modelling and Applications in Mathematics Education will be of special interest to mathematics educators, teacher educators, researchers, education administrators, curriculum developers and student teachers
 Language

 eng
 eng
 Edition
 1st ed.
 Extent
 1 online resource (523 p.)
 Note
 Description based upon print version of record
 Contents

 Plenaries
 Less Chalk, Less Words, Less Symbols ... More Objects, More Context, More Actions
 What’s all the Fuss about Competencies?
 A Theory of Mathematical Modelling in Technological Settings
 What Knowledge Do Teachers Need for Teaching Mathematics Through Applications and Modelling?
 Beyond the Low Hanging Fruit
 Modelling for Life: Mathematics and Children’s Experience
 Modelling in Lower Secondary Mathematics Classroom — Problems and Opportunities
 Mathematical Modelling — a Conversation with Henry Pollak
 Issues in Applications and Modelling
 Epistemology and Modelling — Overview
 Modelling Body Motion: an Approach to Functions Using Measuring Instruments
 Emergent Modelling as a Precursor to Mathematical Modelling
 Proving and Modelling
 A Developmental Approach for Supporting the Epistemology of Modeling
 What is Distinctive in (Our Views about) Models & Modelling Perspectives on Mathematics Problem Solving, Learning, and Teaching?
 Everyday Instruments: On the Use of Mathematics
 Authenticity and Goals — Overview
 How to Replace Word Problems with Activities of Realistic Mathematical Modelling
 The Relevance of Modelling and Applications: Relevant to Whom and for What Purpose?
 Features and Impact of the Authenticity of Applied Mathematical School Tasks
 Elementary Modelling in Mathematics Lessons: The Interplay Between “RealWorld” Knowledge and “Mathematical Structures”
 Modelling Competencies — Overview
 Levels of Modelling Competencies
 Modelling Both Complexity and Abstraction: A Paradox?
 Studying and Remedying Students’ Modelling Competencies: Routine Behaviour or Adaptive Expertise
 Assessing the “Phases” of Mathematical Modelling
 The Arithmetic Operations as Mathematical Models
 Applications and Modelling for Mathematics — Overview
 The Roles of Modelling in Learning Mathematics
 Developing Mathematical Literacy
 Classroom Activities and the Teacher
 Uses of Technologies in Learning Mathematics through Modelling
 Modelling Pedagogy — Overview
 Mathematical Modelling in High School Mathematics: Teachers’ Thinking and Practice
 Mathematical Modelling in Teacher Education — Necessity or Unnecessarily
 Building Concepts and Conceptions in TechnologyBased Open Learning Environments
 Towards a Wider Implementation of Mathematical Modelling at Upper Secondary and Tertiary Levels
 How Might we Share Models Through Cooperative Mathematical Modelling? Focus on Situations Based on Individual Experiences
 Implementation and Practice — Overview
 Some Conditions for Modelling to Exist in Mathematics Classrooms
 Picture (Im)Perfect Mathematics!
 Learning Mathematical Modelling — From the Perspective of Probability and Statistics Education
 Considering Workplace Activity from a Mathematical Modelling Perspective
 Assessment and Evaluation  Overview
 Modelling Based Project Examination
 Mathematical Modelling and Applications: Ability and Competence Frameworks
 “To Model, or to Let Them Model?” That is the Question!
 Modelling and Applications in Pisa
 Assessment of Applied Mathematics and Modelling: Using a LaboratoryLike Environment
 Educational Levels
 Modelling and Applications in Primary Education
 Possibilities for, and Obstacles to Teaching Applications and Modelling in the Lower Secondary Levels
 Upper Secondary Perspectives on Applications and Modelling
 Teaching Applications and Modelling at Tertiary Level
 Modelling in Teacher Education
 Cases in Applications and Modelling
 Moving the Context of Modelling to the Forefront: Preservice Teachers’ Investigations of Equity in Testing
 Modelling in Ontario: Success in Moving Along the Continuum
 Implementation Case Study: Sustaining Curriculum Change
 Mathematical Modelling of Social Issues in School Mathematics in South Africa
 Isbn
 9780387298221
 Label
 Modelling and Applications in Mathematics Education : The 14th ICMI Study
 Title
 Modelling and Applications in Mathematics Education
 Title remainder
 The 14th ICMI Study
 Statement of responsibility
 edited by Peter L. Galbraith, HansWolfgang Henn, Mogens Niss
 Language

 eng
 eng
 Summary
 The overall goal of Modelling and Applications in Mathematics Education is to provide a comprehensive overview of the stateoftheart in the field of modelling and applications in mathematics education. Key issues are dealt with, among which are the following: Epistemology and the relationships between mathematics and the "rest of the world"; the meaning of mathematical modelling and its process components; the respect in which the distinction between pure mathematics and applications of mathematics make sense Authenticity and Goals dealing with modelling and applications in mathematics teaching; appropriate balance between modelling activities and other mathematical activities; the role that authentic problem situations play in modelling and applications activities Modelling Competencies: characterizing how a student's modelling competency can be characterized; identifiable subcompetencies, and the ways they constitute a general modelling competency; developing competency over time Mathematical Competencies: identifying the most important mathematical competencies that students should acquire, and how modelling and applications activities can contribute toward building up these competencies; the meaning of "Mathematical Literacy" in relation to modelling Modelling Pedagogy: appropriate pedagogical principles and strategies for the development of modelling courses and their teaching; the role of technology in the teaching of modelling and applications Implementation and Practice: the role of modelling and applications in everyday mathematics teaching; major impediments and obstacles; advancing the use of modelling examples in everyday classrooms; documenting successful implementation of modelling in mathematics teaching Assessment and Evaluation: assessment modes that capture the essential components of modelling competency; modes available for modelling and applications courses and curricula; appropriate strategies to implement new assessment and evaluation modes in practice The contributing authors are eminent members of the mathematics education community. Modelling and Applications in Mathematics Education will be of special interest to mathematics educators, teacher educators, researchers, education administrators, curriculum developers and student teachers
 Dewey number
 510.71
 http://bibfra.me/vocab/relation/httpidlocgovvocabularyrelatorsedt

 iWv3CBJnkJ0
 33y11pYWGfk
 nddMTZPkU7U
 Language note
 English
 LC call number
 LC86691
 Literary form
 non fiction
 Nature of contents
 dictionaries
 http://library.link/vocab/relatedWorkOrContributorName

 International Commission on Mathematical Instruction
 Galbraith, Peter L.
 Henn, HansWolfgang.
 Niss, Mogens.
 Series statement
 New ICMI Study Series,
 Series volume
 10
 http://library.link/vocab/subjectName

 Mathematics
 Mathematics Education
 Applications of Mathematics
 Label
 Modelling and Applications in Mathematics Education : The 14th ICMI Study, edited by Peter L. Galbraith, HansWolfgang Henn, Mogens Niss, (electronic resource)
 Note
 Description based upon print version of record
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code

 cr
 Content category
 text
 Content type code

 txt
 Contents
 Plenaries  Less Chalk, Less Words, Less Symbols ... More Objects, More Context, More Actions  What’s all the Fuss about Competencies?  A Theory of Mathematical Modelling in Technological Settings  What Knowledge Do Teachers Need for Teaching Mathematics Through Applications and Modelling?  Beyond the Low Hanging Fruit  Modelling for Life: Mathematics and Children’s Experience  Modelling in Lower Secondary Mathematics Classroom — Problems and Opportunities  Mathematical Modelling — a Conversation with Henry Pollak  Issues in Applications and Modelling  Epistemology and Modelling — Overview  Modelling Body Motion: an Approach to Functions Using Measuring Instruments  Emergent Modelling as a Precursor to Mathematical Modelling  Proving and Modelling  A Developmental Approach for Supporting the Epistemology of Modeling  What is Distinctive in (Our Views about) Models & Modelling Perspectives on Mathematics Problem Solving, Learning, and Teaching?  Everyday Instruments: On the Use of Mathematics  Authenticity and Goals — Overview  How to Replace Word Problems with Activities of Realistic Mathematical Modelling  The Relevance of Modelling and Applications: Relevant to Whom and for What Purpose?  Features and Impact of the Authenticity of Applied Mathematical School Tasks  Elementary Modelling in Mathematics Lessons: The Interplay Between “RealWorld” Knowledge and “Mathematical Structures”  Modelling Competencies — Overview  Levels of Modelling Competencies  Modelling Both Complexity and Abstraction: A Paradox?  Studying and Remedying Students’ Modelling Competencies: Routine Behaviour or Adaptive Expertise  Assessing the “Phases” of Mathematical Modelling  The Arithmetic Operations as Mathematical Models  Applications and Modelling for Mathematics — Overview  The Roles of Modelling in Learning Mathematics  Developing Mathematical Literacy  Classroom Activities and the Teacher  Uses of Technologies in Learning Mathematics through Modelling  Modelling Pedagogy — Overview  Mathematical Modelling in High School Mathematics: Teachers’ Thinking and Practice  Mathematical Modelling in Teacher Education — Necessity or Unnecessarily  Building Concepts and Conceptions in TechnologyBased Open Learning Environments  Towards a Wider Implementation of Mathematical Modelling at Upper Secondary and Tertiary Levels  How Might we Share Models Through Cooperative Mathematical Modelling? Focus on Situations Based on Individual Experiences  Implementation and Practice — Overview  Some Conditions for Modelling to Exist in Mathematics Classrooms  Picture (Im)Perfect Mathematics!  Learning Mathematical Modelling — From the Perspective of Probability and Statistics Education  Considering Workplace Activity from a Mathematical Modelling Perspective  Assessment and Evaluation  Overview  Modelling Based Project Examination  Mathematical Modelling and Applications: Ability and Competence Frameworks  “To Model, or to Let Them Model?” That is the Question!  Modelling and Applications in Pisa  Assessment of Applied Mathematics and Modelling: Using a LaboratoryLike Environment  Educational Levels  Modelling and Applications in Primary Education  Possibilities for, and Obstacles to Teaching Applications and Modelling in the Lower Secondary Levels  Upper Secondary Perspectives on Applications and Modelling  Teaching Applications and Modelling at Tertiary Level  Modelling in Teacher Education  Cases in Applications and Modelling  Moving the Context of Modelling to the Forefront: Preservice Teachers’ Investigations of Equity in Testing  Modelling in Ontario: Success in Moving Along the Continuum  Implementation Case Study: Sustaining Curriculum Change  Mathematical Modelling of Social Issues in School Mathematics in South Africa
 Dimensions
 unknown
 Edition
 1st ed.
 Extent
 1 online resource (523 p.)
 Form of item
 online
 Isbn
 9780387298221
 Media category
 computer
 Media type code

 c
 Other control number
 10.1007/9780387298221
 Specific material designation
 remote
 System control number

 (CKB)1000000000404266
 (EBL)372309
 (OCoLC)232363215
 (SSID)ssj0000204040
 (PQKBManifestationID)11197167
 (PQKBTitleCode)TC0000204040
 (PQKBWorkID)10175660
 (PQKB)11051252
 (DEHe213)9780387298221
 (MiAaPQ)EBC372309
 (EXLCZ)991000000000404266
 Label
 Modelling and Applications in Mathematics Education : The 14th ICMI Study, edited by Peter L. Galbraith, HansWolfgang Henn, Mogens Niss, (electronic resource)
 Note
 Description based upon print version of record
 Bibliography note
 Includes bibliographical references and index
 Carrier category
 online resource
 Carrier category code

 cr
 Content category
 text
 Content type code

 txt
 Contents
 Plenaries  Less Chalk, Less Words, Less Symbols ... More Objects, More Context, More Actions  What’s all the Fuss about Competencies?  A Theory of Mathematical Modelling in Technological Settings  What Knowledge Do Teachers Need for Teaching Mathematics Through Applications and Modelling?  Beyond the Low Hanging Fruit  Modelling for Life: Mathematics and Children’s Experience  Modelling in Lower Secondary Mathematics Classroom — Problems and Opportunities  Mathematical Modelling — a Conversation with Henry Pollak  Issues in Applications and Modelling  Epistemology and Modelling — Overview  Modelling Body Motion: an Approach to Functions Using Measuring Instruments  Emergent Modelling as a Precursor to Mathematical Modelling  Proving and Modelling  A Developmental Approach for Supporting the Epistemology of Modeling  What is Distinctive in (Our Views about) Models & Modelling Perspectives on Mathematics Problem Solving, Learning, and Teaching?  Everyday Instruments: On the Use of Mathematics  Authenticity and Goals — Overview  How to Replace Word Problems with Activities of Realistic Mathematical Modelling  The Relevance of Modelling and Applications: Relevant to Whom and for What Purpose?  Features and Impact of the Authenticity of Applied Mathematical School Tasks  Elementary Modelling in Mathematics Lessons: The Interplay Between “RealWorld” Knowledge and “Mathematical Structures”  Modelling Competencies — Overview  Levels of Modelling Competencies  Modelling Both Complexity and Abstraction: A Paradox?  Studying and Remedying Students’ Modelling Competencies: Routine Behaviour or Adaptive Expertise  Assessing the “Phases” of Mathematical Modelling  The Arithmetic Operations as Mathematical Models  Applications and Modelling for Mathematics — Overview  The Roles of Modelling in Learning Mathematics  Developing Mathematical Literacy  Classroom Activities and the Teacher  Uses of Technologies in Learning Mathematics through Modelling  Modelling Pedagogy — Overview  Mathematical Modelling in High School Mathematics: Teachers’ Thinking and Practice  Mathematical Modelling in Teacher Education — Necessity or Unnecessarily  Building Concepts and Conceptions in TechnologyBased Open Learning Environments  Towards a Wider Implementation of Mathematical Modelling at Upper Secondary and Tertiary Levels  How Might we Share Models Through Cooperative Mathematical Modelling? Focus on Situations Based on Individual Experiences  Implementation and Practice — Overview  Some Conditions for Modelling to Exist in Mathematics Classrooms  Picture (Im)Perfect Mathematics!  Learning Mathematical Modelling — From the Perspective of Probability and Statistics Education  Considering Workplace Activity from a Mathematical Modelling Perspective  Assessment and Evaluation  Overview  Modelling Based Project Examination  Mathematical Modelling and Applications: Ability and Competence Frameworks  “To Model, or to Let Them Model?” That is the Question!  Modelling and Applications in Pisa  Assessment of Applied Mathematics and Modelling: Using a LaboratoryLike Environment  Educational Levels  Modelling and Applications in Primary Education  Possibilities for, and Obstacles to Teaching Applications and Modelling in the Lower Secondary Levels  Upper Secondary Perspectives on Applications and Modelling  Teaching Applications and Modelling at Tertiary Level  Modelling in Teacher Education  Cases in Applications and Modelling  Moving the Context of Modelling to the Forefront: Preservice Teachers’ Investigations of Equity in Testing  Modelling in Ontario: Success in Moving Along the Continuum  Implementation Case Study: Sustaining Curriculum Change  Mathematical Modelling of Social Issues in School Mathematics in South Africa
 Dimensions
 unknown
 Edition
 1st ed.
 Extent
 1 online resource (523 p.)
 Form of item
 online
 Isbn
 9780387298221
 Media category
 computer
 Media type code

 c
 Other control number
 10.1007/9780387298221
 Specific material designation
 remote
 System control number

 (CKB)1000000000404266
 (EBL)372309
 (OCoLC)232363215
 (SSID)ssj0000204040
 (PQKBManifestationID)11197167
 (PQKBTitleCode)TC0000204040
 (PQKBWorkID)10175660
 (PQKB)11051252
 (DEHe213)9780387298221
 (MiAaPQ)EBC372309
 (EXLCZ)991000000000404266
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