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1 Introduction: ICTMA and the Teaching of Modeling and Applications |
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1 | (4) |
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Part I The Nature of Models & Modeling |
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2 Introduction to Part I Modeling: What Is It? Why Do It? |
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5 | (8) |
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Section 1 What Are Models? |
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3 Modeling Theory for Math and Science Education |
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13 | (30) |
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4 Modeling a Crucial Aspect of Students' Mathematical Modeling |
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43 | (18) |
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5 Modeling Perspectives in Math Education Research |
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61 | (14) |
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Section 2 Where Are Models & Modelers Found? |
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6 Modeling to Address Techno-Mathematical Literacies in Work |
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75 | (12) |
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7 Mathematical Modeling in Engineering Design Projects |
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87 | (12) |
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8 The Mathematical Expertise of Mechanical Engineers - The Case of Mechanism Design |
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99 | (12) |
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Section 3 What Do Modeling Processes Look Like? |
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9 Modeling and Quantitative Reasoning: The Summer Jobs Problem |
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111 | (8) |
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10 Tracing Students- Modeling Processes in School |
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119 | (14) |
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Section 4 What Creates "The Need For Modeling" |
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11 Turning Ideas into Modeling Problems |
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133 | (12) |
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12 Remarks on a Modeling Cycle and Interpreting Behaviours |
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145 | (10) |
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13 Model Eliciting Environments as "Nurseries" for Modeling Probabilistic Situations |
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155 | (12) |
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14 Models as Tools, Especially for Making Sense of Problems |
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167 | (6) |
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15 In-Depth Use of Modeling in Engineering Coursework to Enhance Problem Solving |
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173 | (16) |
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16 Generative Activities: Making Sense of 1098 Functions |
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189 | (12) |
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Section 5 How Do Models Develop? |
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17 Modeling the Sensorial Perception in the Classroom |
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201 | (12) |
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18 Assessing a Modeling Process of a Linear Pattern Task |
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213 | (10) |
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19 Single Solution, Multiple Perspectives |
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223 | (14) |
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Section 6 How is Modeling Different than Solving? |
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20 Problem Solving Versus Modeling |
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237 | (8) |
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21 Investigating the Relationship Between the Problem and the Solver: Who Decides What Math Gets Used? |
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245 | (10) |
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22 Communication: The Essential Difference Between Mathematical Modeling and Problem Solving |
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255 | (10) |
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23 Analysis of Modeling Problem Solutions with Methods of Problem Solving |
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265 | (10) |
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Part II Modeling in School Classrooms |
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24 Modeling in K-16 Mathematics Classrooms - and Beyond |
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275 | (12) |
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Section 7 How Can Students Recognize the Need for Modeling? |
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25 Modeling with Complex Data in the Primary School |
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287 | (14) |
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26 Two Cases Studies of Fifth Grade Students Reasoning About Levers |
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301 | (12) |
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27 Don't Disrespect Me: Affect in an Urban Math Class |
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313 | (14) |
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Section 8 How Do Classroom Modeling Communities Develop? |
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28 Interdisciplinary Modeling Instruction: Helping Fifth Graders Learn About Levers |
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327 | (14) |
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Colleen Megowan-Romanowicz |
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29 Modeling Discourse in Secondary Science and Mathematics Classrooms |
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341 | (12) |
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M. Colleen Megowan-Romanowicz |
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30 A Middle Grade Teacher's Guide to Model Eliciting Activities |
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353 | (12) |
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31 The Students' Discussions in the Modeling Environment |
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365 | (8) |
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32 The Social Organization of a Middle School Mathematics Group Discussion |
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373 | (12) |
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33 Identifying Challenges within Transition Phases of Mathematical Modeling Activities at Year 9 |
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385 | (14) |
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34 Realistic Mathematical Modeling and Problem Posing |
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399 | (10) |
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35 Modeling in Class and the Development of Beliefs about the Usefulness of Mathematics |
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409 | (14) |
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Section 9 How Do Teachers Develop Models of Modeling? |
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36 Insights into Teachers' Unconscious Behaviour in Modeling Contexts |
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423 | (10) |
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37 Future Teachers' Professional Knowledge on Modeling |
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433 | (12) |
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38 Theory Meets Practice: Working Pragmatically Within Different Cultures and Traditions |
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445 | (14) |
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39 Secondary Teachers Learn and Refine Their Knowledge During Modeling Activities in a Learning Community Environment |
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459 | (12) |
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Cesar Cristobal Escalante |
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40 An Investigation of Teachers' Shared Interpretations of Their Roles in Supporting and Enhancing Group Functioning |
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471 | (10) |
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41 Mathematical Modeling: Implications for Teaching |
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481 | (10) |
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42 A Professional Development Course with an Introduction of Models and Modeling in Science |
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491 | (10) |
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43 Modeling as Isomorphism: The Case of Teacher Education |
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501 | (10) |
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44 Mathematical Modeling and the Teachers' Tensions |
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511 | (8) |
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Andreia Maria Pereira de Oliveira |
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45 A Case Study of Two Teachers: Teacher Questions and Student Explanations |
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519 | (12) |
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46 Pre-service Teachers' Perceptions of Model Eliciting Activities |
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531 | (10) |
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Section 10 How Do New Technologies Influence Modeling in School? |
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47 Modeling Practices with The Geometer's Sketchpad |
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541 | (14) |
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48 A Principal Components Model of Simcalc Mathworlds |
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555 | (6) |
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49 Modeling Random Binomial Rabbit Hops |
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561 | (10) |
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50 Investigating Mathematical Search Behavior Using Network Analysis |
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571 | (12) |
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51 Mathematical Modeling and Virtual Environments |
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583 | (14) |
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Section 11 What is The History of Modeling in Schools? |
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52 On the Use of Realistic Fermi Problems in Introducing Mathematical Modelling in Upper Secondary Mathematics |
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597 | (14) |
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53 The Dutch Maths Curriculum: 25 Years of Modelling |
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611 | (10) |
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| References |
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621 | (28) |
| Index |
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649 | |
Biežāk uzdotie jautājumi par e-grāmatām