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Mathematical Modelling Education and Sense-making

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Table of Contents

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    Book Overview
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    Chapter 1 Helena Wessels: Her “Life Story”
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    Chapter 2 Sense-Making in Mathematical Modelling and Applications Educational Research and Practice
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    Chapter 3 Connections of Science Capital and the Teaching and Learning of Mathematical Modelling: An Introduction
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    Chapter 4 Teachers’ Possibilities to Generate Science Capital for Modelling
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    Chapter 5 Science Capital, Habitus, and Mathematical Modelling Practices in the Field of University Education
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    Chapter 6 On Science Museums, Science Capital, and the Public Understanding of Mathematical Modelling
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    Chapter 7 Investigating the Complexity of Student Modelling by Coordinating a Diversity of Research Perspectives
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    Chapter 8 Mapping Shifting Discourses in Classroom Talk Through Indexical Discourse Analysis: From the World of Mathematics to the World of Work
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    Chapter 9 Joy of Mathematical Modelling: A Forgotten Perspective?
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    Chapter 10 Resignifying Function Concept: A Mixed Methods Study to Understand the Contributions of the Dialogic Approach of Ethnomodelling
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    Chapter 11 Sense-making with the Mathematical Modelling Process: Developing a Framework for Faculty Practice
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    Chapter 12 Mathematical Modelling with a Solution Plan: An Intervention Study About the Development of Grade 9 Students’ Modelling Competencies
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    Chapter 13 A Case Study of Tensions and Challenges Arising as a Swedish Upper Secondary Teacher Designs and Implements a Model Development Sequence on Statistics
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    Chapter 14 Year 6 Students’ Gradual Identification of Mathematical Models of Average Speed When Making Sense of ‘Walking’
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    Chapter 15 A Time-Based Measurement of the Intensity of Difficulties in the Modelling Process
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    Chapter 16 Deepening and Expanding Mathematical Models of Speed in Relation to Walking: The Case of Year 8 Students
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    Chapter 17 Facilitating Modelling Activities in a Grade 5 Classroom
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    Chapter 18 Mathematical Modelling as a Learning Environment to Transform a Street Activity into a Sport Practice
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    Chapter 19 Concurrent Development of Engineering Technician and Mathematical Modelling Competencies
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    Chapter 20 Sense-making in Modelling Tasks: What Can We Learn from Other Domains?
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    Chapter 21 The Deployment of Mathematics in Areas Other than Those Normally Associated with Mathematical Modelling and the Applications of Mathematics
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    Chapter 22 Rising to the Challenge: Promoting Mathematical Modelling as Real-World Problem Solving
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    Chapter 23 Mathematics Trails and Learning Barriers
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    Chapter 24 Validating with the Use of Dynamic Geometry Software
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    Chapter 25 Using a Mathematical Modelling Activity to Assist Students to Make Sense of a Limit Theorem in Trigonometry
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    Chapter 26 Exploring Habits and Habitus of Biomedical Students with Modelling Tasks
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    Chapter 27 Metacognitive Strategies in Group Work in Mathematical Modelling Activities – The Students’ Perspective
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    Chapter 28 Fostering Students’ Construction of Meaningfulness of Mathematics with Mathematical Modelling Problems
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    Chapter 29 Teachers’ Perspectives on Students’ Metacognitive Strategies during Mathematical Modelling Processes – A Case Study
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    Chapter 30 Cognitive Diagnostic Modelling for Mathematical Modelling Assessment
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    Chapter 31 Occurrences of Mathematical Modelling Competencies in the Nationally Set Examination for Mathematical Literacy in South Africa
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    Chapter 32 Expectations for Challenge in Modelling and Its Assessment
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    Chapter 33 Modelling Tasks in Central Examinations Based on the Example of Austria
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    Chapter 34 Characterising Modelling Competency in Students’ Projects: Experiences from a Natural Science Bachelor Program
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    Chapter 35 From Royaumont to Lyon: Applications and Modelling During the 1960s
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    Chapter 36 Interactive Case Practice Teaching on Mathematical Modelling Course
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    Chapter 37 Pre-service Teachers’ Sense-making of Mathematical Modelling Through a Design-Based Research Strategy
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    Chapter 38 Mathematical Modelling: A ‘Growing Tree’ for Creative and Flexible Thinking in Pre-service Mathematics Teachers
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    Chapter 39 The Design of a Successful Teacher Training to Promote Interdisciplinary STEM Modelling Projects
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    Chapter 40 Using Mathematical Modelling in the Teaching and Learning of Mathematical Literacy: Perspectives on the South African Context
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    Chapter 41 A Lecturer’s Learning Goals for Teaching Mathematical Modelling
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    Chapter 42 Embodied Phenomenology in Mathematical Modelling of Sailing for Integrated STEM Learning
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    Chapter 43 Algebra Students Build Stock/Flow Models to Study Non-linear, Dynamic Feedback System Problems
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Mathematical Modelling Education and Sense-making
Published by
Springer International Publishing, April 2020
DOI 10.1007/978-3-030-37673-4
978-3-03-037672-7, 978-3-03-037673-4

Stillman, Gloria Ann, Kaiser, Gabriele, Lampen, Christine Erna

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