Mathematical Modelling with Biology Undergraduates: Balancing Task Difficulty and Level of Support-Reference-Cited by-同舟云学术

Mathematical Modelling with Biology Undergraduates: Balancing Task Difficulty and Level of Support

Published:2021 Issue: Volume: Page:571-582
ISSN:2211-4920
Container-title:International Perspectives on the Teaching and Learning of Mathematical Modelling
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Author:

Rogovchenko Yuriy

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-030-66996-6_48

Reference28 articles.

1. Blomhøj, M., & Kjeldsen, T. H. (2013). Students’ mathematical learning in modelling activities. In G. A. Stillman, et al. (Eds.), Teaching mathematical modelling: connecting to research and practice (pp. 141–151). New York: Springer.

2. Blum, W. (2015). Quality teaching of mathematical modelling: what do we know, what can we do? In S. J. Cho (Ed.), Proceedings of the 12th international congress on mathematical education (pp. 73-96). Cham: Springer.

3. Blum, W., & Borromeo Ferri, R. (2009). Mathematical modelling: can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1), 45–58.

4. Blum, W., & Leiß, D. (2007). How do students and teachers deal with modelling problems? In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical modelling: education, engineering and economics (pp. 222–231). Chichester: Horwood.

5. Chiel, H. J., McManus, J. M., & Shaw, K. M. (2010). From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students. CBE-Life Sciences Education, 9(3), 248–265.

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