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Teaching Mathematical Modelling: Connecting to Research and Practice

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Cover of 'Teaching Mathematical Modelling: Connecting to Research and Practice'

Table of Contents

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    Book Overview
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    Chapter 1 Mathematical Modelling: Connecting to Teaching and Research Practices – The Impact of Globalisation
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    Chapter 2 From Conference to Community: An ICTMA Journey—The Ken Houston Inaugural Lecture
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    Chapter 3 Modelling from the Perspective of Commognition – An Emerging Framework
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    Chapter 4 Should Interpretation Systems Be Considered to Be Models if They Only Function Implicitly?
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    Chapter 5 Mathematical Modelling, Mathematical Content and Tensions in Discourses
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    Chapter 6 Ethnomodelling as a Methodology for Ethnomathematics
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    Chapter 7 Dual Modelling Cycle Framework for Responding to the Diversities of Modellers
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    Chapter 8 The Eyes to See: Theoretical Lenses for Mathematical Modelling Research
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    Chapter 9 Strässer’s Didactic Tetrahedron as a Basis for Theorising Mathematical Modelling Activity Within Social Contexts
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    Chapter 10 Ethnomodelling as a Research Lens on Ethnomathematics and Modelling
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    Chapter 11 Real-Life Modelling Within a Traditional Curriculum: Lessons from a Singapore Experience
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    Chapter 12 Students’ Mathematical Learning in Modelling Activities
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    Chapter 13 Students’ Designing an Ideal Tourism Route as Mathematical Modelling
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    Chapter 14 Comparison of Mathematical Modelling Skills of Secondary and Tertiary Students
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    Chapter 15 Taking Advantage of Incidental School Events to Engage with the Applications of Mathematics: The Case of Surviving the Reconstruction
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    Chapter 16 The Development of Modelling Competencies by Year 9 Students: Effects of a Modelling Project
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    Chapter 17 Evidence of a Dual Modelling Cycle: Through a Teaching Practice Example for Pre-service Teachers
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    Chapter 18 Considering Multiple Solutions for Modelling Problems – Design and First Results from the MultiMa-Project
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    Chapter 19 Challenges in Modelling Challenges: Intents and Purposes
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    Chapter 20 Mathematical Modelling of a Real-World Problem: The Decreasing Number of Bluefin Tuna
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    Chapter 21 Mathematical Modelling of a Social Problem: Pension Tax Issues
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    Chapter 22 Pedagogical Reflections on the Role of Modelling in Mathematics Instruction
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    Chapter 23 Complex Modelling Problems in Co-operative, Self-Directed Learning Environments
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    Chapter 24 Inducting Year 6 Students into “A Culture of Mathematising as a Practice”
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    Chapter 25 A Whole Week of Modelling – Examples and Experiences of Modelling for Students in Mathematics Education
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    Chapter 26 Teachers’ Self-Perceptions of Their Pedagogical Content Knowledge Related to Modelling – An Empirical Study with Austrian Teachers
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    Chapter 27 A Cross-Sectional Study About Modelling Competency in Secondary School
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    Chapter 28 Teacher Readiness in Mathematical Modelling: Are There Differences Between Pre-service and In-Service Teachers?
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    Chapter 29 Exploring the Relationship Between Mathematical Modelling and Classroom Discourse
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    Chapter 30 The Role of Textbooks in Developing a Socio-critical Perspective on Mathematical Modelling in Secondary Classrooms
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    Chapter 31 Pre-service Secondary School Teachers’ Knowledge in Mathematical Modelling – A Case Study
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    Chapter 32 How Students Connect Descriptions of Real-World Situations to Mathematical Models in Different Representational Modes
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    Chapter 33 Pre-service Teacher Learning for Mathematical Modelling
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    Chapter 34 Initial Perspectives of Teacher Professional Development on Mathematical Modelling in Singapore: Conceptions of Mathematical Modelling
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    Chapter 35 Initial Perspectives of Teacher Professional Development on Mathematical Modelling in Singapore: Problem Posing and Task Design
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    Chapter 36 Initial Perspectives of Teacher Professional Development on Mathematical Modelling in Singapore: A Framework for Facilitation
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    Chapter 37 Teacher Professional Development on Mathematical Modelling: Initial Perspectives from Singapore
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    Chapter 38 Reality Based Test Tasks with Digital Tools at Lower Secondary
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    Chapter 39 On Comparing Mathematical Models and Pedagogical Learning
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    Chapter 40 Formative Assessment in Everyday Teaching of Mathematical Modelling: Implementation of Written and Oral Feedback to Competency-Oriented Tasks
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    Chapter 41 Assessment of Modelling in Mathematics Examination Papers: Ready-Made Models and Reproductive Mathematising
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    Chapter 42 Complex Modelling in the Primary and Middle School Years: An Interdisciplinary Approach
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    Chapter 43 Modelling in Brazilian Mathematics Teacher Education Courses
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    Chapter 44 The Development of Mathematical Concept Knowledge and of the Ability to Use This Concept to Create a Model
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    Chapter 45 Problem Posing: A Possible Pathway to Mathematical Modelling
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    Chapter 46 A Study of the Effectiveness of Mathematical Modelling of Home Delivery Packaging on Year 12 Students’ Function Education
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    Chapter 47 How to Introduce Mathematical Modelling in Industrial Design Education?
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    Chapter 48 Rationality of Practice and Mathematical Modelling – On Connections, Conflicts, and Codifications
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    Chapter 49 Extending Model Eliciting Activities (MEAs) Beyond Mathematics Curricula in Universities
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    Chapter 50 Building Awareness of Mathematical Modelling in Teacher Education: A Case Study in Indonesia
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    Chapter 51 Mathematics and the Pharmacokinetics of Alcohol
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    Chapter 52 Beyond the Modelling Process: An Example to Study the Logistic Model of Customer Lifetime Value in Business Marketing
Attention for Chapter 26: Teachers’ Self-Perceptions of Their Pedagogical Content Knowledge Related to Modelling – An Empirical Study with Austrian Teachers
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Chapter title
Teachers’ Self-Perceptions of Their Pedagogical Content Knowledge Related to Modelling – An Empirical Study with Austrian Teachers
Chapter number 26
Book title
Teaching Mathematical Modelling: Connecting to Research and Practice
Published by
Springer Netherlands, January 2013
DOI 10.1007/978-94-007-6540-5_26
Book ISBNs
978-9-40-076539-9, 978-9-40-076540-5
Authors

Sebastian Kuntze, Hans-Stefan Siller, Christiane Vogl

Editors

Gloria Ann Stillman, Gabriele Kaiser, Werner Blum, Jill P. Brown

Mendeley readers

The data shown below were compiled from readership statistics for 9 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 9 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 2 22%
Student > Ph. D. Student 1 11%
Student > Doctoral Student 1 11%
Professor > Associate Professor 1 11%
Unknown 4 44%
Readers by discipline Count As %
Social Sciences 2 22%
Mathematics 2 22%
Arts and Humanities 1 11%
Unknown 4 44%