The teaching and learning of mathematical modeling

Book chapter

Kaiser, Gabriele. (2017). The teaching and learning of mathematical modeling. In In J. Cai (Ed.). Compendium for Research in Mathematics Education pp. 267 - 291 The National Council of Teachers of Mathematics, Inc..
AuthorsKaiser, Gabriele
EditorsJ. Cai
Page range267 - 291
Year2017
Book titleCompendium for Research in Mathematics Education
PublisherThe National Council of Teachers of Mathematics, Inc.
Place of publicationUnited States
ISBN9780873537117
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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Kaiser, Gabriele and Li, Yeping. (2017). Perspectives on (future) teachers' professional competencies. In B. Kaur, W. Kin Ho and T. L. Toh and B. H. Choy (Ed.). pp. 1 - 81
A mixed-methods-evaluation approach for the study of macro-micro interactions: on the development of teaching- and learning-oriented beliefs of mathematics student teachers in the introductory phase of study
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Professional competences of teachers for fostering creativity and supporting high-achieving students
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Eine analyse der sogenannten schlussrechnung - die relevanz der ansatze von arnold kirsch fur aktuelle lernprozesse in der lehrerausbildung
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Uncovering predictors of disagreement: ensuring the quality of expert ratings
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Fostering modeling competencies for complex situations
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Early Career Teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic
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Theoretical and pedagogical considerations in promoting students' metacognitive modeling competencies
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The relation between content-specific and general teacher knowledge and skills
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Early career teachers' ability to focus on typical students errors in relation to the complexity of a mathematical topic
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Diagnostic competence of primary school mathematics teachers during classroom situations
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Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?
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Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective
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Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance
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Modelling competencies: Past development and further perspectives
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Scaffolding in complex modelling situations
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Promotion of mathematical modelling competencies in the context of modelling projects
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About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence
Kaiser, Gabriele, Busse, Andreas, Hoth, Jessica, König, Johannes and Blömeke, Sigrid. (2015). About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence. International Journal of Science and Mathematics Education. 13(2), pp. 369 - 387. https://doi.org/10.1007/s10763-015-9616-7
Early career mathematics teachers' general pedagogical knowledge and skills: do teacher education, teaching experience, and working conditions make a difference?
Konig, Johannes, Blomeke, Sigrid and Kaiser, Gabriele. (2015). Early career mathematics teachers' general pedagogical knowledge and skills: do teacher education, teaching experience, and working conditions make a difference? International Journal of Science and Mathematics Education. 13(2), pp. 331 - 350. https://doi.org/10.1007/s10763-015-9618-5
Erfassung berufsbezogener kompetenzen von studierenden: Ein kommentar
Kaiser, Gabriele. (2015). Erfassung berufsbezogener kompetenzen von studierenden: Ein kommentar. Zeitschrift fuer Paedagogik. Beiheft. 61, pp. 136 - 143.
Wissen und Fähigkeiten in Fachdidaktik und Pädagogik
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Preface for the special issue on "video-based research on teacher expertise"
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The conceptualisation of mathematics competencies in the International Teacher Education Study TEDS-M
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Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs
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Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung, Interpretation und Handeln im Unterricht
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The cultural dimension of beliefs: An investigation of future primary teachers' epistemological beliefs concerning the nature of mathematics in 15 countries
Felbrich, Anja, Kaiser, Gabriele and Schmotz, Christiane. (2014). The cultural dimension of beliefs: An investigation of future primary teachers' epistemological beliefs concerning the nature of mathematics in 15 countries. In In S. Blömeke, F.-J. Hsieh and G. Kaiser & W. H. Schmidt (Ed.). pp. 209 - 229 Springer. https://doi.org/10.1007/978-94-007-6437-8_10
Mathematical modeling in school education: Mathematical, cognitive, curricular, instructional and teacher educational perspectives
Cai, Jinfa, Cirillo, Michelle, Pelesko, John, Bommero Ferri, Rita, Borba, Marcelo, Geiger, Vince, Stillman, Gloria, English, Lyn, Wake, Geoff and Kaiser, Gabriele. (2014). Mathematical modeling in school education: Mathematical, cognitive, curricular, instructional and teacher educational perspectives. In P Liljedahl, S Oesterle and C Nicol (Ed.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education. Canada: Springer. pp. 145 - 172
Learning from the Eastern and the Western Debate: The case of mathematics teacher education
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Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
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Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries
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Overcoming the gap between university and school mathematics: The impact of an innovative program in mathematics teacher education at the Justus-Liebig University in Giessen
Kaiser, Gabriele. (2014). Overcoming the gap between university and school mathematics: The impact of an innovative program in mathematics teacher education at the Justus-Liebig University in Giessen. In In S. Rezat, M. Hattermann and A. Peter-Koop (Ed.). Transformation — A fundamental Idea of mathematics education pp. 85 - 105 Springer. https://doi.org/10.1007/978-1-4614-3489-4_5
Modelling in mathematics classroom instruction an innovative approach for transforming mathematics education
Vorhölter, Kartin, Kaiser, Gabriele and Borromeo Ferri, Rita. (2014). Modelling in mathematics classroom instruction an innovative approach for transforming mathematics education. In In Y. Li, E. A. Silver and S. Li (Ed.). Transforming mathematics instruction: Multiple approaches and practices pp. 21 - 36 Springer. https://doi.org/10.1007/978-3-319-04993-9_3
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
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Theoretical Framework, Study Design and Main Results of TEDS-M
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Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes
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Mathematical modelling: Connecting to teaching and research practices - the impact of globalisation
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Future mathematics teachers' professional knowledge of elementary mathematics from an advanced standpoint
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Authentic complex modelling problems in mathematics education
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Complex modelling problems in co-operative, self-directed learning environments
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Educational interfaces between mathematics and industry at school level: Report on WG 4
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Improving mathematics teacher education in Germany: empirical results from a longitudinal evaluation of innovative programs
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Preface to Section IV
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Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte?
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CERME7 Working Group 6: Applications and modelling
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Reflections and future prospects
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Equity and the quality of the language used in mathematics education
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Expertise in mathematics instruction: Advancing research and practice from an international perspective
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Bedingungsfaktoren des fachbezogenen Kompetenzerwerbs von Lehrkraften. Zum Einfluss von Ausbildungs-, Personlichkeits- und Kompositionsmerkmalen in der Mathematiklehrerausbildung fur die Sekundarstufe I
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Trends in Teaching and Learning of Mathematical Modelling (ICTMA 14)
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Competencies in argumentation and proof :A comparative study of future mathematics teachers from Australia, Germany and Hong Kong
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Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries
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The case of mathematical proof in lower secondary school :Knowledge and competencies of pre-service teachers
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