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In-service and prospective teachers’ views about modelling tasks in the mathematics classroom ‒ results of a quantitative empirical study. (English)
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, 279-288 (2011).
Summary: Views of mathematics teachers about tasks with modelling relevance are likely to influence the ways teachers create learning opportunities in the classroom. As quantitative empirical evidence about such task-related views is scarce, this chapter reports on corresponding findings. In particular, views of prospective and in-service teachers are compared and possibilities of improving professional knowledge are identified.
Classification: B50 C29 M19
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