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Modellierungskompetenz ist gefragt! Realitätsbezogener Mathematikunterricht, wie er in diesem Buch an 10 aktuellen Beispielen vorgestellt wird, motiviert die SchülerInnen und trägt wesentlich zur Modellierungskompetenz bei. Die Palette der Themen reicht von 3D-Grafik in Computerspielen und Teamtraining im Radsport über den Weltrekordsprung von F. Baumgartner bis in die Niederungen des Wettbetrugs, von Finanzmathematik über den Wärmetod der Erde zu Genauigkeitsfragen beim Kalender und nicht zuletzt zu Unterrichtsvorschlägen zum funktionalen Denken und zur probabilistischen Modellbildung. Die AutorInnen sind erfahrende LehrerInnen und MathematikdidaktikerInnen, die für dieses Buch im Mathematikunterricht erfolgreich einsetzbare Unterrichtsvorschläge aufgeschrieben haben. Dies ist der zweite Band mit "Neuen Materialien für einen realitätsbezogenen Mathematikunterricht" von ISTRON, einer Gruppe von Lehrenden an Schulen und Hochschulen sowie in der Lehrerbildung tätigen Personen, der innerhalb der Reihe "Realitätsbezüge im Mathematikunterricht" erscheint. Die Zielgruppen Mathematiklehrerinnen und –lehrer der Sekundarstufen Dozierende in der Fort- und Weiterbildung für Mathematiklehrkräfte Studierende des Lehramts Mathematik ab dem 1. Semester Lehrende der Mathematik und ihrer Didaktik an Hochschulen Die Bandherausgeber Prof. Dr. Jürgen Maaß ist Professor für Didaktik der Mathematik an der Johannes Kepler Universität Linz. Prof. Dr. Hans-Stefan Siller ist Professor für Didaktik der Mathematik an der Universität Koblenz-Landau, Campus Koblenz. .

Mathematics. --- Mathematics—Study and teaching . --- Mathematics, general. --- Mathematics Education.

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While there are many areas of focus in mathematics education, there are many good reasons for offering applicable mathematics education in schools. Let us just mention two of the most important reasons. On the one hand, a focus on the practical side of mathematics presents a convincing and motivating answer to the typical student question: ‘Why study mathematics?’ On the other hand, education policy seems inclined to move in this direction by implementing international testing, curricula and catalogues of skills. The most important feature of this book is that the authors speak directly to you, the mathematics teachers. The authors attempt to draw you into a continuous dialogue about activities you are asked to engage in as learners. You are asked to do something, and through doing and reflecting you will gain first-hand experience of new approaches and materials. In this way, you can learn to teach applicable mathematics to your students using your own experience as learners of applicable mathematics, motivated and supported by the book. Here applicable mathematics education is the phrase we use to describe reality-based mathematics education. Reality-based mathematics relies heavily on problem solving and a positive disposition to engage with mathematics. Modelling reality and simulating selected aspects of reality are other pillars of reality-based mathematics education.

Mathematics. --- Critical Thinking. --- Life skills. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- Life Skills. --- Basic life skills --- Competencies, Functional --- Coping skills --- Everyday living skills --- Functional competencies --- Fundamental life skills --- Lifeskills --- Living skills --- Personal life skills --- Problems of everyday living, Skills for solving --- Skills, Life --- Ability --- Social learning --- Critical reflection --- Reflection (Critical thinking) --- Reflection process --- Reflective thinking --- Thinking, Critical --- Thinking, Reflective --- Thought and thinking --- Reflective learning --- Math --- Science --- Mathematical models --- Study and teaching. --- Mathematics—Study and teaching . --- Teaching. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Evaluative thinking

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While there are many areas of focus in mathematics education, there are many good reasons for offering applicable mathematics education in schools. Let us just mention two of the most important reasons. On the one hand, a focus on the practical side of mathematics presents a convincing and motivating answer to the typical student question: ‘Why study mathematics?’ On the other hand, education policy seems inclined to move in this direction by implementing international testing, curricula and catalogues of skills. The most important feature of this book is that the authors speak directly to you, the mathematics teachers. The authors attempt to draw you into a continuous dialogue about activities you are asked to engage in as learners. You are asked to do something, and through doing and reflecting you will gain first-hand experience of new approaches and materials. In this way, you can learn to teach applicable mathematics to your students using your own experience as learners of applicable mathematics, motivated and supported by the book. Here applicable mathematics education is the phrase we use to describe reality-based mathematics education. Reality-based mathematics relies heavily on problem solving and a positive disposition to engage with mathematics. Modelling reality and simulating selected aspects of reality are other pillars of reality-based mathematics education.

Philosophy of science --- Teacher education. Teacher's profession --- Didactics --- Didactics of mathematics --- Educational sciences --- Mathematics --- kritisch denken --- didactiek --- sociale vaardigheden --- communicatievaardigheden --- wetenschapsfilosofie --- wiskunde --- lerarenopleiding --- lesgeven