Fostering mathematical modelling in secondary schools

Book chapter

Stillman, Gloria. (2015). Fostering mathematical modelling in secondary schools. In In L. N. Hoe and N. K. E. Dawn (Ed.). Mathematical modelling: From theory to practice pp. 125 - 141 World Scientific Publishing.
AuthorsStillman, Gloria
EditorsL. N. Hoe and N. K. E. Dawn
Page range125 - 141
Year2015
Book titleMathematical modelling: From theory to practice
PublisherWorld Scientific Publishing
Place of publicationSingapore
ISBN9789814546911
Research GroupSchool of Education
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Stillman, Gloria Ann, Ikeda, Toshikazu, Schukajlow, Stanislaw, de Loiola Araújo, Jussara and Ärlebäck, Jonas Bergman. (2023). Survey of interdisciplinary aspects of the teaching and learning of mathematical modelling in mathematics education. In In Greefrath, Gilbert, Carreira, Susana and Stillman, Gloria Ann (Ed.). Advancing and Consolidating Mathematical Modelling : Research from ICME-14 pp. 21 - 41 Springer Science and Business Media B.V.. https://doi.org/10.1007/978-3-031-27115-1_2
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Using mathematics to solve real world problems : The role of enablers
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Verification and validation: what do we mean?
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Teaching secondary school mathematics : Research and practice for the 21st century
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Crossing boundaries in mathematical modelling and applications educational research and practice
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Developing the roots of modelling conceptions: 'mathematical modelling is the life of the world'
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The primacy of 'noticing': a key to successful modelling
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Problem finding and problem posing for mathematical modelling
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Affordances: Ten Years On
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Evidence of implemented anticipation in mathematising by beginning modellers
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Mathematical modelling: Connecting to teaching and research practices - the impact of globalisation
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Challenges in modelling challenges: Intents and purposes
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The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms
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Implementation of IBL in Europe from an Australasian perspective
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Mathematical modelling: Some issues and reflections
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Empirical evidence for Niss' implemented anticipation in mathematising realistic situations
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Editorial: To engage or not to engage
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Editorial: Envisioning the future of the mathematical sciences and mathematics teaching
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Mathematical modelling: Some issues and reflections
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Evolution of applications and modelling in a senior secondary curriculum
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'Get down and get dirty in the mathematics': Technology and mathematical modelling in senior secondary
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Applying metacognitive knowledge and strategies in applications and modelling tasks at secondary school
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Editorial: To err is human
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Trends in Teaching and Learning of Mathematical Modelling (ICTMA 14)
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Editorial: Historical sources and historical development of statistical ideas
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Pre-service secondary mathematics teachers' affinity with using modelling tasks in teaching years 8-10
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Turning ideas into modeling problems
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Identifying challenges within transition phases of mathematical modeling activities at Year 9
Stillman, Gloria, Brown, Jill and Galbraith, Peter. (2010). Identifying challenges within transition phases of mathematical modeling activities at Year 9. In In R. Lesh, P. L. Galbraith and C. R. Haines & A. Hurford (Ed.). Modeling students' mathematical modeling competencies: ICTMA13 pp. 385 - 398 Springer.
The other side of the coin :attempts to embed authentic real world tasks in the secondary curriculum
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Implementing applications and modelling in secondary school: Issues for teaching and learning
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Preservice secondary teachers' competencies in proof
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Research into the teaching and learning of applications and modelling in Australasia
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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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A framework for success in implementing mathematical modelling in the secondary classroom
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Challenges in formulating an extended modelling task at Year 9
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Identifying challenges within transition phases of mathematical modelling activity at Year 9
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