Teachers Posing Model-Eliciting Activities to Connect Socially-Relevant Perspective with Closely Connected Mathematical Ideas
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-53322-8_25
Reference13 articles.
1. Abassian, A., Safi, F., Bush, S., & Bostic, J. (2020). Five different perspectives on mathematical modeling in mathematics education. Investigations in Mathematics Learning, 12(1), 53–65.
2. Anhalt, C., & Cortez, R. (2016). Developing understanding of mathematical modeling in secondary teacher preparation. Journal of Mathematics Teacher Education, 19(6), 523–545.
3. Brady, C., Ramírez, P., & Lesh, R. (2024). Problem posing and modeling: Confronting the dilemma of rigor or relevance. In Problem posing and problem solving in mathematics education: International research and practice trends (pp. 33–50). Singapore: Springer Nature Singapore.
4. Downton, A. (2013). Problem posing: A possible pathway to mathematical modelling. In G. A. Stillman, G. Kaiser, W. Blum, & J. P. Brown, (Eds.), Teaching mathematical modelling: connecting to research and practice (pp. 527–536). Springer.
5. English, L. D. (2020). Teaching and learning through mathematical problem posing: Commentary. International Journal of Educational Research, 102, 101451.
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