id: 05970738
dt: a
an: 2011f.00676
au: Girnat, Boris; Eichler, Andreas
ti: Secondary teachers’ beliefs on modelling in geometry and stochastics.
so: Kaiser, G. (ed.) et al., Trends in teaching and learning of mathematical
modelling. Proceedings of the 14th international conference on the
teaching of mathematical modelling and applications, ICTMA, Hamburg,
Germany, July 27‒31, 2009. Berlin: Springer (ISBN
978-94-007-0909-6/hbk; 978-94-007-0910-2/ebook). International
Perspectives on the Teaching and Learning of Mathematical Modelling 1,
75-84 (2011).
py: 2011
pu: Berlin: Springer
la: EN
cc: M10 B50 C29
ut: mathematical modeling; teacher beliefs; educational research
ci:
li: doi:10.1007/978-94-007-0910-2_9
ab: Summary: This chapter presents two combined qualitative studies on
secondary teachers’ beliefs on modelling in geometry and stochastics.
The teachers’ views on modelling, which are described in detail,
differ considerably in both parts of mathematics from a pragmatic
approach to modelling. In case of elementary geometry, a conflict with
a traditional view on geometry is detected and elucidated. In case of
stochastics, the need for data and real situations are revealed as
controversial. The chapter ends with the invitation to analyse the
parts of factual school mathematics including teachers’ beliefs more
specifically, that is, to compare applied-oriented aims with other
didactical requests, and to design tasks which are supposed to be a
response to the teachers’ hesitations on modelling analysed before.
rv: