Researching mathematical modelling education in disruptive times — An introduction
Book chapter
Siller, Hans-Stefan, Geiger, Vince and Kaiser, Gabriele. (2024). Researching mathematical modelling education in disruptive times — An introduction. In In Siller, Hans-Stefan, Geiger, Vince and Kaiser, Gabriele (Ed.). Researching mathematical modelling education in disruptive times pp. 3-11 Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-53322-8_1
| Authors | Siller, Hans-Stefan, Geiger, Vince and Kaiser, Gabriele |
|---|---|
| Editors | Siller, Hans-Stefan, Geiger, Vince and Kaiser, Gabriele |
| Abstract | Mathematical modelling is now a fundamental activity within general education. Its importance is evident from recent global events, which will impact on the lives of future generations. Events and phenomena, such as pandemics or the intensive debate before reaching consensus on the Paris climate agreement, show the need to make informed evidence-based decisions, which are generally rely on mathematical models. Thus, an understanding of mathematical modelling and models needs to be promoted across schooling and in other institutions devoted to education. Recent events and phenomena have also demonstrated the key role of mathematics in forming judgements and making decisions within societal contexts. This volume, which is the result of a conference entitled Researching Mathematical Modelling Education in Disruptive Times, reflects the response of mathematical modelling education researchers to the consequences of the COVID-19 pandemic. The 55 papers, organised into 6 sections, included in this volume provide insight into research on mathematical modelling in current disruptive times. |
| Page range | 3-11 |
| Year | 2024 |
| Book title | Researching mathematical modelling education in disruptive times |
| Publisher | Springer Nature Switzerland AG |
| Place of publication | Cham, Switzerland |
| Series | International perspectives on the teaching and learning of mathematical modelling |
| ISBN | 9783031533211 |
| 9783031533242 | |
| 9783031533228 | |
| ISSN | 2211-4920 |
| 2211-4939 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1007/978-3-031-53322-8_1 |
| Scopus EID | 2-s2.0-85198352452 |
| Research or scholarly | Scholarly |
| Output status | Published |
| Publication dates | |
| Online | 03 Jun 2024 |
| 04 Jun 2024 | |
| Publication process dates | |
| Deposited | 27 Jun 2025 |
| Additional information | © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024. |
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Bennison, Anne, Goos, Merrilyn and Geiger, Vince. (2020). Utilising a research-informed instructional design approach to develop an online resource to support teacher professional learning on embedding numeracy across the curriculum. ZDM. 52(5), pp. 1017 - 1031. https://doi.org/10.1007/s11858-020-01140-2Numeracy in adult education : Discussing related concepts to enrich the Numeracy Assessment Framework
Díez-Palomar, Javier, Hoogland, Kees and Geiger, Vincent Stephen. (2019). Numeracy in adult education : Discussing related concepts to enrich the Numeracy Assessment Framework. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht University, Utrecht, Netherlands Feb 2019 Freudenthal Institute, ERME. pp. 1-8Analysis of students' mathematical errors as a means to promote future primary school teachers' diagnostic competence
Larrain, Macarena and Kaiser, Gabriele. (2019). Analysis of students' mathematical errors as a means to promote future primary school teachers' diagnostic competence. Uni-pluriversidad. 19(2), pp. 17-39. https://doi.org/10.17533/udea.unipluri.19.2.02Numeracy across the curriculum: Research-based strategies for enhancing and learning
Goos, Merrilyn, Geiger, Vince, Dole, Shelley, Forgasz, Helen and Bennison, Anne. (2019). Numeracy across the curriculum: Research-based strategies for enhancing and learning Allen & Unwin.Mentoring early career mathematics teachers from the mentees' perspective - a case study from China
Lu, Xiaoli, Kaiser, Gabriele and Leung, Federick Koon Shing. (2019). Mentoring early career mathematics teachers from the mentees' perspective - a case study from China. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10027-yCompetence measurement in (mathematics) teacher education and beyond: Implications for policy
Kaiser, Gabriele and Konig, Johannes. (2019). Competence measurement in (mathematics) teacher education and beyond: Implications for policy. Higher Education Policy. 32(4), pp. 597 - 615. https://doi.org/10.1057/s41307-019-00139-zThe role of mathematics in interdisciplinary STEM education
Maass, Katja, Geiger, Vince, Ariza, Marta Romero and Goos, Merrilyn. (2019). The role of mathematics in interdisciplinary STEM education. ZDM. 51(6), pp. 869 - 884. https://doi.org/10.1007/s11858-019-01100-5The professional development of mathematics teachers
Schwarz, Björn and Kaiser, Gabriele. (2019). The professional development of mathematics teachers. In In G. Kaiser and N. Presmeg (Ed.). Compendium for Early Career Researchers in Mathematics Education pp. 325 - 343 SpringerOpen. https://doi.org/10.1007/978-3-030-15636-7_15Do East Asian migrant students perform equally well in mathematics?
Zhu, Yan and Kaiser, Gabriele. (2019). Do East Asian migrant students perform equally well in mathematics? International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10014-3Profiles of teachers' general pedagogical knowledge : Nature, causes and effects on beliefs and instructional quality
Nehls, Caroline, König, Johannes, Kaiser, Gabriele and Blömeke, Sigrid. (2019). Profiles of teachers' general pedagogical knowledge : Nature, causes and effects on beliefs and instructional quality. ZDM. 52, pp. 343-357. https://doi.org/10.1007/s11858-019-01102-3Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms
Geiger, Vince. (2019). Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms. ZDM. 51(6), pp. 929 - 940. https://doi.org/10.1007/s11858-019-01068-2Professional noticing of mathematics teachers: A comparative study between Germany and China
Yang, Xinrong, Kaiser, Gabriele, König, Johannes and Blömeke, Sigrid. (2019). Professional noticing of mathematics teachers: A comparative study between Germany and China. International Journal of Science and Mathematics Education. 17(5), pp. 943 - 963. https://doi.org/10.1007/s10763-018-9907-xDesigning challenging online mathematical tasks for initial teacher education: Motivational considerations
Fielding-Wells, Jill, Geiger, Vince, Miller, Jodie, Bruder, Regina, Roder, Ulrike and Ratnayake, Iresha. (2019). Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In M. Graven, H. Venkat and A. A. Essien and P. Vale (Ed.). 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 - 12 July 2019. Pretoria, South Africa: The International Group for the Psychology of Mathematics Education. pp. 240 - 247Defining the characteristics of critical mathematical thinking
Monteleone, Chrissoula, White, Paul and Geiger, Vince. (2018). Defining the characteristics of critical mathematical thinking. Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia. Auckland, New Zealand 01 - 05 Jul 2018 Adelaide, SA: Mathematics Education Research Group of Australasia. pp. 559-566Le défi de la publication en contexte Anglophone de didactiens des mathématiques dont la langue dominante n’est pas l’Anglais – version Française commenté
Geiger, Vincent Stephen, Margolinas, Claire and Straesser, Rudolf. (2018). Le défi de la publication en contexte Anglophone de didactiens des mathématiques dont la langue dominante n’est pas l’Anglais – version Française commenté. Recherches en Didactique des Mathématiques. 38(1), pp. 1-32.Nutzungsverläufe für fachdidaktische Studieninhalte der Fächer Deutsch, Englisch und Mathematik im Lehramtsstudium: Die Bedeutung der Lehrämter und der Zusammenhang mit Lehrinnovationen
Doll, Jörg, Buchholtz, Nils, Kaiser, Gabriele, König, Johannes and Bremerich-Vos, Albert. (2018). Nutzungsverläufe für fachdidaktische Studieninhalte der Fächer Deutsch, Englisch und Mathematik im Lehramtsstudium: Die Bedeutung der Lehrämter und der Zusammenhang mit Lehrinnovationen. Zeitschrift für Pädagogik. 64(4), pp. 511-532.General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university
König, Johannes, Doll, Jörg, Buchholtz, Nils, Förster, Sabrina, Kaspar, Kai, Rühl, Anna-Maria, Strauß, Sarah, Bremerich-Vos, Albert, Fladung, Ilka and Kaiser, Gabriele. (2018). General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university. Zeitschrift fur Erziehungswissenschaft. 21(3), pp. 1 - 38. https://doi.org/10.1007/s11618-017-0765-zSubject-specific characteristics of instructional quality in mathematics education
Schlesinger, Lena, Jentsch, Armin and Kaiser, Gabriele. (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM: The International Journal on Mathematics Education. 50(3), pp. 475 - 490. https://doi.org/10.1007/s11858-018-0917-5Generating ideas for numeracy tasks across the curriculum
Geiger, Vince. (2018). Generating ideas for numeracy tasks across the curriculum. In J. Hunter, L. Darragh and P. Perger (Ed.). Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia. Auckland, New Zealand 01 - 05 Jul 2018 New Zealand: MERGA. pp. 314 - 321An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers' capabilities in mathematical modelling
Geiger, Vince, Mulligan, Joanne, Date-Huxtable, Liz, Ahlip, Rehez, Jones, D. H., May, E. J., Rylands, Leanne and Wright, Ian. (2018). An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers' capabilities in mathematical modelling. ZDM: The International Journal on Mathematics Education. 50(43132), pp. 217 - 232. https://doi.org/10.1007/s11858-018-0920-xThe conception of mathematics knowledge for teaching from an international perspective: the case of the TEDS-M study978
Dohrmann, Martina, Kaiser, Gabriele and Blömeke, Sigrid. (2018). The conception of mathematics knowledge for teaching from an international perspective: the case of the TEDS-M study978. In In Y. Li and R. Huang (Ed.). How Chinese Acquire and Improve Mathematics Knowledge for Teaching pp. 57 - 81 Sense Publishers.Measuring Chinese teacher professional competence : Adapting and validating a German framework in China
Yang, Xinrong, Kaiser, Gabriele, König, Johannes and Blömeke, Sigrid. (2018). Measuring Chinese teacher professional competence : Adapting and validating a German framework in China. Journal of Curriculum Studies. 50(5), pp. 638-653. https://doi.org/10.1080/00220272.2018.1502810Using mathematics to solve real world problems : The role of enablers
Geiger, Vince, Stillman, Gloria, Brown, Jill P., Galbraith, Peter and Niss, Mogens. (2018). Using mathematics to solve real world problems : The role of enablers. Mathematics Education Research Journal. 30(1), pp. 7-19. https://doi.org/10.1007/s13394-017-0217-3Gender equity in mathematical achievement: the case of china
Zhu, Yan, Kaiser, Gabriele and Cai, Jinfa. (2018). Gender equity in mathematical achievement: the case of china. Educational Studies in Mathematics: An international journal. 99(3), pp. 245 - 260. https://doi.org/10.1007/s10649-018-9846-zEmpirical research on teaching and learning of mathematical modelling:a survey on the current state-of-the-art
Schukajlow, S., Kaiser, Gabriele and Stillman, Gloria. (2018). Empirical research on teaching and learning of mathematical modelling:a survey on the current state-of-the-art. ZDM: The International Journal on Mathematics Education. 50(43132), pp. 5 - 18. https://doi.org/10.1007/s11858-018-0933-5Perception of student errors under time limitations: Are teachers faster than mathematicians or students?
Pankow, Lena, Kaiser, Gabriele, König, Johannes and Blömeke, Sigrid. (2018). Perception of student errors under time limitations: Are teachers faster than mathematicians or students? ZDM. 50(4), pp. 631 - 642. https://doi.org/10.1007/s11858-018-0945-1Diagnostic competence for dealing with students' errors: fostering diagnostic competence in error situations
Heinrichs, Hannah and Kaiser, Gabriele. (2018). Diagnostic competence for dealing with students' errors: fostering diagnostic competence in error situations. In In T. Leuders, K. Philipp and J. Leuders (Ed.). Diagnostic Competence of Mathematics Teachers - Unpacking a Complex Construct in Teacher Education and Teacher Practice pp. 79 - 94 Springer. https://doi.org/10.1007/978-3-319-66327-2_4Early shared reading, socioeconomic status, and children’s cognitive and school competencies : Six years of longitudinal evidence
Shahaeian, Ameneh, Wang, Cen, Tucker-Drob, Elliot, Geiger, Vince, Bus, Adriana G. and Harrison, Linda J.. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies : Six years of longitudinal evidence. Scientific Studies of Reading. 22(6), pp. 485-502. https://doi.org/10.1080/10888438.2018.1482901Teaching secondary school mathematics : Research and practice for the 21st century
Goos, Merrilyn, Vale, Colleen, Stillman, Gloria, Makar, Katie, Herbert, Sandra and Geiger, Vincent. (2017). Teaching secondary school mathematics : Research and practice for the 21st century Allen & Unwin.An interdisciplinary approach to mathematical modeling in secondary schooleducation
Geiger, Vince and Mulligan, Joanne. (2017). An interdisciplinary approach to mathematical modeling in secondary schooleducation. 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore, Singapore: International Group for the Psychology of Mathematics. pp. 337-344Research engagement and impact in mathematics education
Goos, Merrilyn, Geiger, Vincent Stephen, Bennison, Anne, Dole, Shelley and Forgasz, Helen. (2017). Research engagement and impact in mathematics education. 40th annual conference of the Mathematics Education Research Group of Australasia. Australian Synchotron, Clayton, Victoria, Australia 02 - 06 Jul 2017 Adelaide, South Australia: Mathematics Education Research Group of Australasia (MERGA). pp. 633Review of the PIAAC numeracy assessment framework : Final report
Tout, Dave, Coben, Diana, Geiger, Vince, Ginsburg, Lynda, Hoogland, Kees, Maguire, Terry, Thomson, Sue and Turner, Ross. (2017). Review of the PIAAC numeracy assessment framework : Final report Australia: Australian Council for Educational Research.Erratum to: professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches
Kaiser, Gabriele, Blomeke, Sigrid, Konig, Johannes, Busse, Andreas, Dohrmann, Martina and Hoth, Jessica. (2017). Erratum to: professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches. Educational Studies in Mathematics: An international journal. 94(2), pp. 161 - 182. https://doi.org/10.1007/s10649-016-9724-5Understanding the development of teachers' professional competencies as personally, situationally and socially determined
Blomeke, Sigrid and Kaiser, Gabriele. (2017). Understanding the development of teachers' professional competencies as personally, situationally and socially determined. In In D. J. Clandinin and J. Husu (Ed.). The Sage handbook of research on teacher education pp. 783 - 802 SAGE Publications India.A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory
Geiger, Vince, Anderson, Judy, Anderson, Judy and Hurrell, Derek. (2017). A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory. Mathematics Education Research Journal. 29(2), pp. 143 - 161. https://doi.org/10.1007/s13394-017-0191-9Exploring the notion of mathematical literacy in curricula documents
Frejd, Peter and Geiger, Vince. (2017). Exploring the notion of mathematical literacy in curricula documents. In In G.A. Stillman, W. Blum and G. Kaiser (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 255 - 263 Springer International Publishing. https://doi.org/10.1007/978-3-319-62968-1Crossing boundaries in mathematical modelling and applications educational research and practice
Stillman, Gloria, Blum, Werner and Kaiser, Gabriele. (2017). Crossing boundaries in mathematical modelling and applications educational research and practice. In In G. A. Stillman, W. Blum and G. Kaiser (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 1 - 22 Springer International Publishing. https://doi.org/10.1007/978-3-319-62968-1Scaffolding complex modelling processes: an in-depth study
Stender, Peter, Krosanke, Nadine and Kaiser, Gabriele. (2017). Scaffolding complex modelling processes: an in-depth study. In In G. A. Stillman, W. Blum and G. Kaiser (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 467 - 477 Springer International Publishing. https://doi.org/10.1007/978-3-319-62968-1Opening real science: evaluation of an online module on statistical literacy for pre-service primary teachers
Bilgin, Ayse A.B., Date-Huxtable, Elizabeth, Coady, Carmel, Geiger, Vince, Cavanagh, Michael, Mulligan, Joanne and Petocz, Peter. (2017). Opening real science: evaluation of an online module on statistical literacy for pre-service primary teachers. Statistics Education Research Journal. 16(1), pp. 120 - 138.Professional competencies of (prospective) mathematics teachers cognitive versus situated approaches
Kaiser, Gabriele, Blomeke, Sigrid, Konig, Johannes, Busse, Andreas, Dohrmann, Martina and Hoth, Jessica. (2017). Professional competencies of (prospective) mathematics teachers cognitive versus situated approaches. Educational Studies in Mathematics: An international journal. 94(2), pp. 161 - 182. https://doi.org/10.1007/s10649-016-9713-8On the challenges of multi-linguisme in mathematics education research
Geiger, Vince, Margolinas, Claire and Sträßer, Rudolf. (2017). On the challenges of multi-linguisme in mathematics education research. For the Learning of Mathematics. 37(2), pp. 16 - 18.Reflections on research trends in international comparative studies in mathematics education
Kaiser, Gabriele and Yang, Xinrong. (2017). Reflections on research trends in international comparative studies in mathematics education. In In J. Son, T. Watanabe and J. Lo (Ed.). What Matters? Research Trends in International Comparative Studies in Mathematics Education pp. 395 - 409 Springer. https://doi.org/10.1007/978-3-319-51187-0Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte [Using videos in teacher preparation: On the effectiveness of video- and transcriptbased classroom management courses on pre-service teachers general pedagogical knowledge and situation-specific skills]
Kramer, Charlotte, Konig, Johannes, Kaiser, Gabriele, Ligtvoet, Rudy and Blomeke, Sigrid. (2017). Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte [Using videos in teacher preparation: On the effectiveness of video- and transcriptbased classroom management courses on pre-service teachers general pedagogical knowledge and situation-specific skills]. Zeitschrift fur Erziehungswissenschaft. 20(1), pp. 137 - 164. https://doi.org/10.1007/s11618-017-0732-8On the occasion of the decennial publication of ZDM mathematics education by springer
Kaiser, Gabriele. (2017). On the occasion of the decennial publication of ZDM mathematics education by springer. ZDM: The International Journal on Mathematics Education. 49(1), pp. 1 - 3. https://doi.org/10.1007/s11858-017-0835-yPerspectives on (future) teachers' professional competencies
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 - 81The teaching and learning of mathematical modeling
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..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
Buchholtz, Nils and Kaiser, Gabriele. (2017). 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. Koelner Zeitschrift fuer Soziologie und Sozialpsychologie. 69(Suppl 2), pp. 435 - 458. https://doi.org/10.1007/s11577-017-0465-yProfessional competences of teachers for fostering creativity and supporting high-achieving students
Hoth, Jessica, Kaiser, Gabriele, Busse, Andreas, Dohrmann, Martina, Konig, Johannes and Blomeke, Sigrid. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM: The International Journal on Mathematics Education. 49(1), pp. 107 - 120. https://doi.org/10.1007/s11858-016-0817-5Eine analyse der sogenannten schlussrechnung - die relevanz der ansatze von arnold kirsch fur aktuelle lernprozesse in der lehrerausbildung
Buchholtz, Nils, Schwarz, Bjorn and Kaiser, Gabriele. (2016). Eine analyse der sogenannten schlussrechnung - die relevanz der ansatze von arnold kirsch fur aktuelle lernprozesse in der lehrerausbildung. Journal fuer Mathematik-Didaktik. 37(1), pp. 31 - 53. https://doi.org/10.1007/s13138-016-0090-8