A Typology for Instructional Enablers of Mathematical Modelling [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Geiger, Vince; Galbraith, Peter; Niss, Mogens; Holland-Twining, Ben
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	A Typology for Instructional Enablers of Mathematical Modelling [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Models; Mathematics Skills; Skill Development; Competence; Mathematics Instruction; Teaching Methods; Educational Objectives; Teacher Expectations of Students; Cognitive Processes; Instructional Effectiveness; Learning Processes + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Cognitive process; Kognitiver Prozess; Unterrichtserfolg; Learning process; Lernprozess
Abstract	Competency with mathematical modelling is increasingly important for career and informed and engaged participation in personal, civic and work life. In this paper we report on an aspect of a three-year longitudinal study that aimed to identify and describe enablers of mathematical modelling. Teacher interview data has been drawn upon to exemplify key features of a typology for instructional enablers of mathematical modelling. Findings highlight the importance of the didactical contract and socio-mathematical norms in promoting students' mathematical modelling competency, as well as teachers' anticipatory capabilities. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01