How Do Students Share and Refine Models Through Dual Modelling Teaching: The Case of Students Who Do Not Solve Independently-Reference-Cited by-同舟云学术

How Do Students Share and Refine Models Through Dual Modelling Teaching: The Case of Students Who Do Not Solve Independently

Published:2015 Issue: Volume: Page:195-206
ISSN:2211-4920
Container-title:International Perspectives on the Teaching and Learning of Mathematical Modelling
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Author:

Kawakami Takashi,Saeki Akihiko,Matsuzaki Akio

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-319-18272-8_15

Reference10 articles.

1. 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 (ICTMA12): Education, engineering and economics (pp. 222–231). Chichester: Horwood.

2. Borromeo Ferri, R. (2007). Modelling problems from a cognitive perspective. In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical modelling (ICTMA12): Education, engineering and economics (pp. 260–270). Chichester: Horwood.

3. Brown, J. P., & Edwards, I. (2013). Modelling tasks: Insight into mathematical understanding. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling (pp. 187–197). New York: Springer.

4. Busse, A., & Kaiser, G. (2003). Context in application and modelling: An empirical approach. In Q.-X. Ye, W. Blum, K. Houston, & Q.-J. Jiang (Eds.), Mathematical modeling in education and culture: ICTMA 10 (pp. 3–15). Chichester: Horwood.

5. Kawakami, T., Saeki, A., & Matsuzaki, A. (2012). Necessity for modelling teaching corresponding to diversities: Experimental lessons based on dual modelling cycle framework for the 5th grade pupils. ICME-12 pre-proceedings (pp. 3291–3300). Seoul: ICME.

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