This book takes stock of the state of affairs of the teaching and learning of mathematical modelling with regard to research, development and practice. It provides a conceptual framework for mathematical modelling in mathematics education at all education levels, as well as the background and resources for teachers to acquire the knowledge and competencies that will allow them to successfully include modelling in their teaching, with an emphasis on the secondary school level. Mathematics teachers, mathematics education researchers and developers will benefit from this book.
Expertly written and researched, this book includes a comprehensive overview of research results in the field, an exposition of the educational goals associated with modelling, the essential components of modelling competency and an extensive discussion of didacticopedagogical challenges in modelling. Moreover, it offers a wide variety of illuminating cases and best-practice examples in addition to insights into the focal points for future research and practice.
The Learning and Teaching of Mathematical Modelling is an invaluable resource for teachers, researchers, textbook authors, secondary school mathematics teachers, undergraduate and graduate students of mathematics as well as student teachers.
Table of Contents
1. Introduction 2. Conceptual and theoretical framework – models and modelling: what and why? 3. Modelling examples 4. Modelling competency and modelling competencies 5. Challenges for the implementation of mathematical modelling 6. What do we know from empirical research – selected findings on the teaching and learning of mathematical modelling 7. Cases of mathematical modelling from educational practices 8. Focal points for the future
Mogens Niss is Professor of Mathematics and Mathematics Education at Roskilde University (RUC), Denmark.
Werner Blum is Professor of Mathematics Education at the University of Kassel, Germany.
"This is an important resource for teachers of mathematical modeling. It offers a general framework for the fundamental ideas involved in both mathematical modeling and the enterprise of teaching it, and it sums up and explains the relevant empirical research. It contains concrete illustrations of classroom modeling activities and highlights several case studies of implementation of mathematical modeling in mathematics curricula." - Paul J. Campbell, Mathematics Magazine