“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities

Author:

Hernandez-Martinez Paul,Vos PaulineORCID

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference49 articles.

1. Alpers, B. A., Demlova, M., Fant, C.-H., Gustafsson, T., Lawson, D., Mustoe, L., Olsen-Lehtonen, B., Robinson, C. L., & Velichova, D. (2013). A framework for mathematics curricula in engineering education: A report of the Mathematics Working Group. Brussels: European Society for Engineering Education (SEFI).

2. Alsina, C. (2007). Less chalk, less words, less symbols… more objects, more context, more actions. In W. Blum, P. L. Galbraith, H.-W. Henn & M. Niss (Eds.), Modelling and applications in mathematics education (pp. 35–44). New York: Springer.

3. Black, L., Williams, J., Hernandez-Martinez, P., Davis, P., Pampaka, M., & Wake, G. (2010). Developing a ‘leading identity’: The relationship between students’ mathematical identities and their career and higher education aspirations. Educational Studies in Mathematics, 73(1), 55–72.

4. 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). New York: Springer.

5. Boaler, J. (2008). Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed ability approach. British Educational Research Journal, 34(2), 167–194.

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