id: 06367064
dt: a
an: 2014f.00835
au: VorhĂ¶lter, Katrin; Kaiser, Gabriele; Borromeo Ferri, Rita
ti: Modelling in mathematics classroom instruction: an innovative approach for
transforming mathematics education.
so: Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple
approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk;
978-3-319-04993-9/ebook). Advances in Mathematics Education, 21-36
(2014).
py: 2014
pu: Cham: Springer
la: EN
cc: M10 D30
ut: mathematical modelling; scaffolding; modelling cycle; theoretical
perspectives; modelling competencies; beliefs; intervention
ci:
li: doi:10.1007/978-3-319-04993-9_3
ab: Summary: The attitude of many students all over the world is shaped by the
experience of learning impractical algorithms without any relevance for
their actual or future life. Many students only learn algorithms and
concepts in order to pass examinations and forget them afterwards. The
inclusion of mathematical modelling in schools is one current
innovative approach, which has the potential to offer students insight
into the usefulness of mathematics in their life. In this chapter, the
development of the current discussion on teaching and learning
mathematical modelling is described by detailing the goals of
implementing mathematical modelling in schools and ways of integrating
modelling into classrooms. Innovative projects for the integration of
modelling into classrooms are described, displaying the innovative
power of the teaching and learning of mathematical modelling in school.
Based on the results of empirical studies, scaffolding as an approach
to support studentsâ€™ independent modelling processes is discussed in
detail distinguishing approaches at a macro- and a micro-level.
rv: