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020 |a9789400762718|9978-94-007-6271-8
024 7 |a10.1007/978-94-007-6271-8|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/7293
245 10|aModeling Students' Mathematical Modeling Competencies|h[electronic resource] :|bICTMA 13 /|cedited by Richard Lesh, Peter L. Galbraith, Christopher R. Haines, Andrew Hurford.
250 |a1st ed. 2013.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2013.
300 |aXIV, 651 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aInternational Perspectives on the Teaching and Learning of Mathematical Modelling,|x2211-4939
505 0 |aModeling and Design Research and Assessment Methodologies -- Modeling in High School and College -- Modeling in Middle Schools -- Modeling in the Primary Grades -- Modeling and Teacher Development -- Modeling vs. Traditional Problem Solving -- Modeling in Engineering and in Other 21st Century Design Sciences -- Technological Tools and Data Modeling -- Modeling and Socio-Cultural Perspectives -- Directions for the Future.
520 |aAs we enter the 21st century, there is an urgent need for new approaches to mathematics education emphasizing its relevance in young learners’ futures. Modeling Students’ Mathematical Modeling Competencies explores the vital trend toward using real-world problems as a basis for teaching mathematics skills, competencies, and applications. Blending theoretical constructs and practical considerations, the book presents papers from the latest conference of the ICTMA, beginning with the basics (Why are models necessary? Where can we find them?) and moving through intricate concepts of how students perceive math, how instructors teach—and how both can become better learners. Dispatches as varied as classroom case studies, analyses of math in engineering work, and an in-depth review of modeling-based curricula in the Netherlands illustrate modeling activities on the job, methods of overcoming math resistance, and the movement toward replicable models and lifelong engagement. A sampling of topics covered: How students recognize the usefulness of mathematics Creating the modeling-oriented classroom Assessing and evaluating students’ modeling capabilities The relationship between modeling and problem-solving Instructor methods for developing their own models of modeling New technologies for modeling in the classroom Modeling Students’ Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects.
650 0|aMathematics|xStudy and teaching .
650 0|aMathematical models.
650 14|aMathematics Education.
650 24|aMathematical Modeling and Industrial Mathematics.
700 1 |aLesh, Richard.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aGalbraith, Peter L.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aHaines, Christopher R.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aHurford, Andrew.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400762701
776 08|iPrinted edition:|z9789400762725
776 08|iPrinted edition:|z9789400799844
830 0|aInternational Perspectives on the Teaching and Learning of Mathematical Modelling,|x2211-4939
856 40|uhttps://doi.org/10.1007/978-94-007-6271-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)