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Modelling and Applications in Mathematics Education

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Cover of 'Modelling and Applications in Mathematics Education'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 Less Chalk, Less Words, Less Symbols ... More Objects, More Context, More Actions
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    Chapter 3 What’s all the Fuss about Competencies?
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    Chapter 4 A Theory of Mathematical Modelling in Technological Settings
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    Chapter 5 What Knowledge Do Teachers Need for Teaching Mathematics Through Applications and Modelling?
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    Chapter 6 Beyond the Low Hanging Fruit
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    Chapter 7 Modelling for Life: Mathematics and Children’s Experience
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    Chapter 8 Modelling in Lower Secondary Mathematics Classroom — Problems and Opportunities
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    Chapter 9 Mathematical Modelling — a Conversation with Henry Pollak
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    Chapter 10 Epistemology and Modelling — Overview
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    Chapter 11 Modelling Body Motion: an Approach to Functions Using Measuring Instruments
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    Chapter 12 Emergent Modelling as a Precursor to Mathematical Modelling
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    Chapter 13 Proving and Modelling
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    Chapter 14 A Developmental Approach for Supporting the Epistemology of Modeling
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    Chapter 15 What is Distinctive in (Our Views about) Models & Modelling Perspectives on Mathematics Problem Solving, Learning, and Teaching?
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    Chapter 16 Everyday Instruments: On the Use of Mathematics
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    Chapter 17 Authenticity and Goals — Overview
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    Chapter 18 How to Replace Word Problems with Activities of Realistic Mathematical Modelling
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    Chapter 19 The Relevance of Modelling and Applications: Relevant to Whom and for What Purpose?
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    Chapter 20 Features and Impact of the Authenticity of Applied Mathematical School Tasks
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    Chapter 21 Elementary Modelling in Mathematics Lessons: The Interplay Between “Real-World” Knowledge and “Mathematical Structures”
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    Chapter 22 Modelling Competencies — Overview
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    Chapter 23 Levels of Modelling Competencies
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    Chapter 24 Modelling Both Complexity and Abstraction: A Paradox?
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    Chapter 25 Studying and Remedying Students’ Modelling Competencies: Routine Behaviour or Adaptive Expertise
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    Chapter 26 Assessing the “Phases” of Mathematical Modelling
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    Chapter 27 The Arithmetic Operations as Mathematical Models
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    Chapter 28 Applications and Modelling for Mathematics — Overview
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    Chapter 29 The Roles of Modelling in Learning Mathematics
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    Chapter 30 Developing Mathematical Literacy
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    Chapter 31 Classroom Activities and the Teacher
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    Chapter 32 Uses of Technologies in Learning Mathematics through Modelling
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    Chapter 33 Modelling Pedagogy — Overview
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    Chapter 34 Mathematical Modelling in High School Mathematics: Teachers’ Thinking and Practice
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    Chapter 35 Mathematical Modelling in Teacher Education — Necessity or Unnecessarily
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    Chapter 36 Building Concepts and Conceptions in Technology-Based Open Learning Environments
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    Chapter 37 Towards a Wider Implementation of Mathematical Modelling at Upper Secondary and Tertiary Levels
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    Chapter 38 How Might we Share Models Through Cooperative Mathematical Modelling? Focus on Situations Based on Individual Experiences
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    Chapter 39 Implementation and Practice — Overview
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    Chapter 40 Some Conditions for Modelling to Exist in Mathematics Classrooms
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    Chapter 41 Picture (Im)Perfect Mathematics!
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    Chapter 42 Learning Mathematical Modelling — From the Perspective of Probability and Statistics Education
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    Chapter 43 Considering Workplace Activity from a Mathematical Modelling Perspective
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    Chapter 44 Assessment and Evaluation - Overview
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    Chapter 45 Modelling Based Project Examination
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    Chapter 46 Mathematical Modelling and Applications: Ability and Competence Frameworks
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    Chapter 47 “To Model, or to Let Them Model?” That is the Question!
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    Chapter 48 Modelling and Applications in Pisa
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    Chapter 49 Assessment of Applied Mathematics and Modelling: Using a Laboratory-Like Environment
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    Chapter 50 Modelling and Applications in Primary Education
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    Chapter 51 Possibilities for, and Obstacles to Teaching Applications and Modelling in the Lower Secondary Levels
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    Chapter 52 Upper Secondary Perspectives on Applications and Modelling
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    Chapter 53 Teaching Applications and Modelling at Tertiary Level
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    Chapter 54 Modelling in Teacher Education
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    Chapter 55 Moving the Context of Modelling to the Forefront: Preservice Teachers’ Investigations of Equity in Testing
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    Chapter 56 Modelling in Ontario: Success in Moving Along the Continuum
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    Chapter 57 Implementation Case Study: Sustaining Curriculum Change
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    Chapter 58 Mathematical Modelling of Social Issues in School Mathematics in South Africa
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    Chapter 59 Bibliography
Attention for Chapter 3: What’s all the Fuss about Competencies?
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Chapter title
What’s all the Fuss about Competencies?
Chapter number 3
Book title
Modelling and Applications in Mathematics Education
Published by
Springer, Boston, MA, January 2007
DOI 10.1007/978-0-387-29822-1_3
Book ISBNs
978-0-387-29820-7, 978-0-387-29822-1
Authors

Morten Blomhøj, Tomas Højgaard Jensen, Blomhøj, Morten, Jensen, Tomas Højgaard

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 22 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 22 100%

Demographic breakdown

Readers by professional status Count As %
Student > Doctoral Student 3 14%
Student > Ph. D. Student 2 9%
Researcher 2 9%
Student > Master 2 9%
Unknown 13 59%
Readers by discipline Count As %
Social Sciences 4 18%
Mathematics 2 9%
Agricultural and Biological Sciences 1 5%
Unknown 15 68%