TY - BOOK ID - 46320328 TI - Lines of Inquiry in Mathematical Modelling Research in Education AU - Stillman, Gloria Ann AU - Stillman, Gloria Ann. AU - Brown, Jill P. PY - 2019 SN - 3030149315 3030149307 PB - Springer Nature DB - UniCat KW - Mathematics. KW - Mathematics Education. KW - Learning & Instruction. KW - Teaching and Teacher Education. KW - Math KW - Science KW - Mathematics—Study and teaching . KW - Learning. KW - Instruction. KW - Teaching. KW - Didactics KW - Instruction KW - Pedagogy KW - School teaching KW - Schoolteaching KW - Education KW - Instructional systems KW - Pedagogical content knowledge KW - Training KW - Learning process KW - Comprehension KW - Mathematics Education KW - Learning & Instruction KW - Teaching and Teacher Education KW - Pedagogical issues of integration into classroom practice KW - assessment of modelling competencies KW - teachers as learners of mathematical modelling KW - technological influences on modelling education KW - managing group interactions in modelling KW - mathematical model KW - modelling problems KW - heuristic strategies KW - teaching mathematical modelling KW - modelling competencies KW - learning mathematics modelling KW - interpretations modelling KW - pedagogical practice and research KW - modelling perspective KW - teaching practices in mathematical modelling KW - Open Access KW - Teaching of a specific subject KW - Mathematics KW - Teaching skills & techniques KW - Cognition & cognitive psychology KW - Teacher training UR - https://www.unicat.be/uniCat?func=search&query=sysid:46320328 AB - This open access book is based on selected presentations from Topic Study Group 21: Mathematical Applications and Modelling in the Teaching and Learning of Mathematics at the 13th International Congress on Mathematical Education (ICME 13), held in Hamburg, Germany on July 24–31, 2016. It contributes to the theory, research and teaching practice concerning this key topic by taking into account the importance of relations between mathematics and the real world. Further, the book addresses the “balancing act” between developing students’ modelling skills on the one hand, and using modelling to help them learn mathematics on the other, which arises from the integration of modelling into classrooms. The contributions, prepared by authors from 9 countries, reflect the spectrum of international debates on the topic, and the examples presented span schooling from years 1 to 12, teacher education, and teaching modelling at the tertiary level. In addition the book highlights professional learning and development for in-service teachers, particularly in systems where the introduction of modelling into curricula means reassessing how mathematics is taught. Given its scope, the book will appeal to researchers and teacher educators in mathematics education, as well as pre-service teachers and school and university educators. ER -