Mathematical Modelling in Education Research and Practice

In this volume cultural, social and cognitive influences on the research and teaching of mathematical modelling are explored from a variety of theoretical and practical perspectives. The authors of the current volume are all members of the International Community of Teachers of Mathematical Modelling and Applications, the peak research body in this field. A distinctive feature of this volume is the high number of authors from South American countries. These authors bring quite a different perspective to modelling than has been showcased in previous books in this series, in particular from a cultural point of view. As well as recent international research, there is a strong emphasis on pedagogical issues including those associated with technology and assessment, in the teaching and learning of modelling. Applications at various levels of education are exemplified. The contributions reflect common issues shared globally, and represent emergent or on-going challenges.

Inhalt
Series Preface, Gabriele Kaiser and Gloria Stillman.- Chapter 1 Cultural, Social, Cognitive and Research Influences on Mathematical Modelling Education: Perspectives and Future Prospects, Gloria Stillman, Werner Blum, and Maria Salett Biembengut.- Part I Innovative Practices in Modelling Education Research and Teaching.- Chapter 2 Mathematical Modelling as a Strategy for Building-up Systems of Knowledge in Different Cultural Environments, Ubiratan D'Ambrosio.- Chapter 3 The Meaning of the Problem in a Mathematical Modelling Activity, Lourdes Maria Werle de Almeida and Karina Alessandra Pessoa da Silva.- Chapter 4 Extending the Reach of the Models and Modelling Perspective: A Course-Sized Research Site, Corey Brady, Richard Lesh and Serife Sevis.- Chapter 5 Prescriptive Modelling Challenges and Opportunities, Mogens Niss.- Chapter 6 An Approach to Theory Based Modelling Tasks, Xenia-Rosemary Reit and Matthias Ludwig.- Chapter 7 Facilitating Mathematisation in Modelling by Beginning Modellers in Secondary School, Gloria Ann Stillman, Jill P. Brown and Vince Geiger.- Chapter 8 Authenticity in extra-curricular mathematics activities; researching authenticity as a social construct, Pauline Vos.- Chapter 9 The Teaching Goal and Oriented Learning of Mathematical Modelling courses, Mengda Wu, Dan Wang and Xiaojun Duan.- Part II Research into, or Evaluation of, Teaching and Learning.- Chapter 10 Modelling CompetenciesPast Development and Further Perspectives, Gabriele Kaiser and Susanne Brand.- Chapter 11 How to Support Teachers to Give Feedback to Modelling Tasks Effectively? Results from a Teacher-Training-Study in the Co2CA Project, Michael Besser, Werner Blum and Dominik Leiss.- Chapter 12 A Reflection on Mathematical Modelling and Applications as a Field of Research: Theoretical Orientation and Diversity, Vince Geiger and Peter Frejd.- Chapter 13 Problem Solving Methods for Mathematical Modelling, Gilbert Greefrath.- Chapter 14 ImprovingMathematical Modelling by Fostering Measurement Sense: An Intervention Study with Pre-service Mathematics Teachers, Maike Hagena.- Chapter 15 How do Students Share and Refine Models through Dual Modelling Teaching: The Case of Students who do not Solve Independently, Takashi Kawakami, Akihiko Saeki and Akio Matsuzaki.- Chapter 16 Exploring Interconnections between Real-World and Application Tasks: Case Study from Singapore, Dawn Ng and Gloria Ann Stillman.- Chapter 17 Mathematical Modelling Tasks and the Mathematical Thinking of Students, Bárbara Nilvada Palharini, Alvim Sousa Robim and Lourdes Maria Werle de Almeida.- Chapter 18 Measurement of Area and Volume in an Authentic Context: An Alternative Learning Experience through Mathematical Modelling, Santiago Manuel Rivera Quiroz , Sandra Milena Londoño Orrego and **Carlos Mario Jaramillo López.- Chapter 19 Mathematical Modelling and Culture An Empirical Study, Jhony Alexander Villa-Ocha and Mario J. Berrío.- Chapter 20 Mathematical Modelling of a Social Problem in Japan: The Income and Expenditure of an Electric Power Company, Noboru Yoshimura.- Part III Pedagogical Issues for Teaching and Learning.- Chapter 21 The Place of Mathematical Modelling in the System of Mathematics Education: Perspective and Prospect , Henry O.Pollak.- Chapter 22 Moving within a Mathematical Modelling Map, Rita Borromeo Ferri.- Chapter 23 Negotiating the Use of Mathematics in a Mathematical Modelling Project, Jussara de Loiola Araújo and Ilaine da Silva Campos.- Chapter 24 Moving Beyond a Single Modelling Activity, Jonas B Ärlebäck and Helen M. Doerr.- Chapter 25 The Possibility of Interdisciplinary Integration through Mathematical Modelling of Optical Phenomena, Jennifer Barboza, Luana Bassani, Luciano Lewandoski, and Lucilaine Abitante.- Chapter 26 Activation of Student Prior Knowledge to Build Linear Models in the Context of Modelling Pre-paid Electricity Consumption, José Luis Bossio Vélez,Sandra Milena Londoño Orrego, and Carlos Mario Jaramillo López.- Chapter 27 Mathematical Modellers' Opinions on Mathematical Modelling in Upper Secondary Education, Peter Frejd.- Chapter 28 Modelling, Education, and the Epistemic Fallacy, Peter Galbraith.- Chapter 29 Reconsidering the Roles and Characteristics of Models in Mathematics Education, Toshikazu Ikeda and Max Stephens.- Chapter 30 Developing Statistical Numeracy: The Model Must Make Sense, Janeen Lamb and Jana Visnovska.- Chapter 31 Mathematical Modelling and Cognitive Load Theory: Approved or Disapproved? Jacob Perrenet and Bert Zwaneveld.- Chapter 32 Social-Critical Dimension of Mathematical Modelling, Milton Rosa and Daniel Clark Orey.- Chapter 33 Pedagogical Practices of Reflective Mathematical Modelling, Morgana Scheller, Paula Andrea Grawieski Civiero, and Fátima Peres Zago de Oliveira.- Chapter 34 Context Categories in Mathematical Modelling in Fundamentals of Calculus Teaching, Mara Kessler Ustra and Sandro Rogério ...