Series Preface:
Gabriele Kaiser and Gloria Stillman.- Chapter 1
Mathematical Modelling:
Connecting to Teaching and Research Practices – the impact of globalisation:
Gloria Stillman, Gabriele Kaiser,
Werner Blum, and Jill Brown.-
Part I Innovative Practices in Modelling Education Research and Teaching.-
Chapter 2
From Conference to Community: An ICTMA Journey—
The Ken Houston Inaugural Lecture:
Peter Galbraith.- Chapter 3
Modelling from the Perspective of Commognition – An Emerging Framework:
Jonas Bergman Ärlebäck and Peter Frejd.- Chapter 4
Should Interpretation Systems be Considered to be Models if They only Function Implicitly?:
Rita Borromeo Ferri and Richard Lesh.- Chapter 5
Mathematical Modelling, Mathematical Content and Tensions in Discourses:
Andréia Maria Pereira de Oliveira and Jonei Cerqueira Barbosa.- Chapter 6
Ethnomodelling as a Methodology for Ethnomathematics:
Milton Rosa and Daniel Clark Orey.- Chapter 7
Dual Modelling Cycle Framework for Responding to the Diversities of Modellers:
Akihiko Saeki and Akio Matsuzaki.- Chapter 8
The Eyes to See: Theoretical Lenses for Mathematical Modelling Research:
Nils Buchholtz.- Chapter 9
Strässer’s Didactic Tetrahedron as a Basis for Theorising Mathematical Modelling Activity within Social Contexts:
Vince Geiger.- Chapter 10
Ethnomodelling as a Research Lens on Ethnomathematics and Modelling:
Milton Rosa and Daniel Clark Orey.-
Part II Research into, or Evaluation of, Teaching Practice.-
Chapter 11
Real-life Modelling within a Traditional Curriculum: Lessons from a Singapore Experience:
Ang KengCheng.- Chapter 12
Students’ Mathematical Learning in Modelling Activities:
Morten Blomhøj and Tinne Hoff Kjeldsen.- Chapter 13
Students' Designing an Ideal Tourism Route as Mathematical Modelling:
Chan Chun Ming Eric.- Chapter 14
Comparison of Mathematical Modelling Skills of Secondary and Tertiary Students:
Juntao Fu and Jinxing Xie.- Chapter 15
Taking Advantage of Incidental School Events to Engage with the Applications of Mathematics: The Case of Surviving the Reconstruction:
Vince Geiger, Merrilyn Goos, and Shelley Dole.- Chapter 16
The Development of Modelling Competencies by Year 9 Students: Effects of a Modelling Project:
Susanne Grünewald.- Chapter 17
Evidence of a Dual Modelling Cycle: Through a Teaching Practice Example for Pre-service Teachers:
Akio Matsuzaki and Akihiko Saeki.- Chapter 18
Considering Multiple Solutions for Modelling Problems – Design and First Results from the MultiMa-Project:
Stanislaw Schukajlow and André Krug.- Chapter 19
Challenges in Modelling Challenges: Intents and Purposes:
Gloria Stillman, Jill Brown, and Peter Galbraith.- Chapter 20
Mathematical Modelling of a Real-world Problem: The Decreasing Number of Bluefin Tuna:
Akira Yanagimoto and Noboru Yoshimura.- Chapter 21
Mathematical Modelling of a Social Problem: Pension Tax Issues:
Noboru Yoshimura and Akira Yanagimoto.-
Part III Pedagogical Issues for Teaching and Learning.-
Chapter 22
Pedagogical Reflections on the Role of Modelling in Mathematics Instruction:
Toshikazu Ikeda.- Chapter 23
Complex Modelling Problems in Co-Operative, Self-directed Learning Environments:
Gabriele Kaiser and Peter Stender.- Chapter 24
Inducting Year 6 Students into “a Culture of Mathematising as a Practice”:
Jill Brown.- Chapter 25
A Whole Week of Modelling – Examples and Experiences of Modelling for Students in Mathematics Education:
Nils Buchholtz and Sarah Mesrogli.- Chapter 26
Teachers’ Self-Perceptions of their Pedagogical Content Knowledge Related to Modelling – An Empirical Study with Austrian Teachers:
Sebastian Kuntze, Hans-Stefan Siller, and Christiane Vogl.- Chapter 27
A Cross-Sectional Study about Modelling Competency in Secondary School:
Matthias Ludwig and Xenia-Rosemarie Reit.- Chapter 28
Teacher Readiness in Mathematical Modelling: Are there Differences between Pre-service and In-service Teachers?
Kit Ee Dawn Ng.- Chapter 29
Exploring the Relationship between Mathematical Modelling and Classroom Discourse:
Trevor Redmond, Raymond Brown, and Joanne Sheehy.- Chapter 30
The Role of Textbooks in Developing a Socio-critical Perspective on Mathematical Modelling
in Secondary Classrooms:
Gloria Stillman, Jill P Brown, Rhonda Faragher, Vince Geiger and Peter Galbraith.- Chapter 31
Pre-service Secondary School Teachers’ Knowledge in Mathematical Modelling – A Case Study:
Tan Liang Soon and Ang Keng Cheng.- Chapter 32
How Students Connect Descriptions of Real-world Situations to Mathematical Models in Different Representational Modes:
Wim Van Dooren, Dirk De Bock, and Lieven Verschaffel.- Chapter 33
Pre-service Teacher Learning for Mathematical Modelling:
Mark Winter.- Chapter 34
Initial Perspectives of Teacher Professional Development onMathematical Modelling in Singapore: Problem Posing and Task Design:
Lee Ngan Hoe.- Chapter 35
Initial Perspectives of Teacher Professional Development on Mathematical Modelling in Singapore: Conceptions of Mathematical Modelling:
Chan Chun Ming Eric.- Chapter 36
Initial Perspectives of Teacher Professional Development on Mathematical Modelling in Singapore: A Framework for Facilitation:
Kit Ee Dawn Ng.- Chapter 37
Teacher Professional Development on Mathematical Modelling: Initial Perspectives from Singapore:
Vince Geiger.-
Part IV Influences of Technologies.-
Chapter 38
Reality Based Test Tasks with Digital Tools at Lower Secondary:
Gilbert Greefrath and Michael Rieß.- Chapter 39
On Comparing Mathematical Models and Pedagogical Learning:
Janeen Lamb and Jana Visnovska .-
Part V Assessment in Schools.-
Chapter 40
Formative Assessment in Everyday Teaching of Mathematical Modelling: Implementation of Written and Oral Feedback to Competency-Oriented Tasks:
Michael Besser, Werner Blum, and Malte Klimczak.- Chapter 41
Assessment of Modelling in Mathematics Examination Papers: Ready-made Models and Reproductive Mathematising:
Pauline Vos.-
Part VI Applicability at Different Levels of Schooling, Vocational Education, and in Tertiary Education.-
Chapter 42
Complex Modelling in the Primary and Middle School Years: An Interdisciplinary Approach:
Lyn D. English.- Chapter 43
Modelling in Brazilian Mathematics Teacher Education Courses:
Maria Salett Biembengut.- Chapter 44
TheDevelopment of Mathematical Concept Knowledge and of the Ability to use this Concept to Create a Model:
César Cristóbal Escalante and Verónica Vargas Alejo.- Chapter 4
Problem Posing: A Possible Pathway to Mathematical Modelling:
Ann Downton.- Chapter 46
A Study of the Effectiveness of Mathematical Modelling of Home: Delivery Packaging on Year 12 Students' Function Education:
Tetsushi Kawasaki and Yoshiki Nisawa.- Chapter 47
How to Introduce Mathematical Modelling in Industrial Design Education?
Geert Langereis, Jun Hu, and Loe Feijs.- Chapter 48
Rationality of Practice and Mathematical Modelling – On Connections, Conflicts, and Codifications:
Lars Mouwitz.- Chapter 49
Extending Model Eliciting Activities (MEAs) beyond Mathematics Curricula in Universities:
Mark Schofield.- Chapter 50
Building Awareness of Mathematical Modelling in Teacher Education: A Case Study in Indonesia:
Wanty Widjaja.-
Part VII Modelling and Applications in Business and the Lived Environment.-
Chapter 51:
Mathematics and the Pharmacokinetics of Alcohol:
Michael Jennings and Peter Adams. - Chapter 52
Beyond the Modelling Process: An Example to Study the Logistic Model of Customer Lifetime Value in Business Marketing:
Issic K. C. Leung.-
List of Corresponding Authors.- Refereeing Process.- Index
