Zobrazeno 1 - 10
of 53
pro vyhledávání: '"modelling competencies"'
Publikováno v:
African Journal of Teacher Education and Development, Vol 3, Iss 1, Pp e1-e16 (2024)
Background: Ghana’s commitment to quality education has been reflected in its goal of providing equal access to high-quality education, leading to the reforms of the New Common Core Mathematics Curriculum for Basic Schools. The study explored the i
Externí odkaz:
https://doaj.org/article/ab4e5e57246d48c2b914e029bfab2f44
Autor:
Orit Cohen-Nissan, Zehavit Kohen
Publikováno v:
Frontiers in Education, Vol 8 (2023)
This study explores secondary school students’ competencies and motivation to engage in mathematical modelling (MM) tasks in a Virtual Learning Environment (VLE). The study is based theoretically on the didactical modelling cycle and the sub-compet
Externí odkaz:
https://doaj.org/article/98badb0ff1ad4f86b47dabea16379373
Autor:
Rina Durandt, Geoffrey Lautenbach
Publikováno v:
Perspectives in Education, Vol 38, Iss 1 (2020)
This article reports on third-year mathematics students’ competency and sub-competency development through providing intentional support in the learning of mathematical modelling. Students often experience modelling as difficult, and obstructions i
Externí odkaz:
https://doaj.org/article/ee8553c4042f4e448c619ad550ae0241
Autor:
Stillman, Gloria Ann, Brown, Jill P.
This open access book is based on selected presentations from Topic Study Group 21: Mathematical Applications and Modelling in the Teaching and Learning of Mathematics at the 13th International Congress on Mathematical Education (ICME 13), held in Ha
Externí odkaz:
https://library.oapen.org/handle/20.500.12657/41743
Akademický článek
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Akademický článek
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Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling
Publikováno v:
Educational Studies in Mathematics. 109:431-453
This study examined how expert and novice (preservice) teachers solved mathematical modelling tasks as well as how they noticed written artifacts of student thinking that were in response to the mathematical modelling tasks. Some teachers in both gro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0d6993d28e3624cd7e04f8dafc3b19d0
https://doi.org/10.1007/s10649-021-10071-y
https://doi.org/10.1007/s10649-021-10071-y
Publikováno v:
Educational Studies in Mathematics. 109:205-236
Mathematical modelling competencies have become a prominent construct in research on the teaching and learning of mathematical modelling and its applications in recent decades; however, current research is diverse, proposing different theoretical fra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6d82fb9dcbdb8a49862cf255ed6c6e9a
https://doi.org/10.1007/s10649-021-10104-6
https://doi.org/10.1007/s10649-021-10104-6
Autor:
H. Beyza CANBAZOĞLU, Kamuran TARIM
Publikováno v:
Volume: 18, Issue: 2 95-112
Eğitimde Kuram ve Uygulama
Journal of Theory and Practice in Education
Eğitimde Kuram ve Uygulama
Journal of Theory and Practice in Education
Bu çalışmada, sınıf öğretmeni adaylarının matematiksel modelleme yeterliklerinin, Okulda Zaman probleminin çözümü sürecinde incelenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması, araştırmanın deseni ola
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0c32678f488749336ba186d9ca1a082f
https://dergipark.org.tr/tr/pub/eku/issue/71133/1163414
https://dergipark.org.tr/tr/pub/eku/issue/71133/1163414
Autor:
Gabriele Kaiser, Xiaoli Lu
Publikováno v:
Educational Studies in Mathematics. 109:287-311
Modelling competencies are currently included in numerous curricula worldwide and are generally accepted as a complex, process-oriented construct. Therefore, effective measurement should include multiple dimensions, like the sub-competencies required
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4d08e85a1de2dac17bb4409ce01a9b62
https://doi.org/10.1007/s10649-021-10055-y
https://doi.org/10.1007/s10649-021-10055-y