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Mathematical modellers’ opinions on mathematical modelling in upper secondary education
Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences.
2015 (English)In: Mathematical modelling in education research and practice: cultural, social and cognitive influences / [ed] Glora Ann Stillman, Werner Blum, Maria Salett Biembengut, Cham: Springer, 2015, 327-337 p.Chapter in book (Refereed)
Abstract [en]

This chapter examines and discusses how nine mathematical modellers have learned mathematical modelling and their opinions on mathematical modelling in upper secondary education. Based on interviews it was found that they mainly learned mathematical modelling during their PhD studies and through their occupation, by working with ‘real modelling’. Their opinions are that mathematical modelling should be a part of mathematics education in upper secondary school, in particular should modelling be more emphasized as a part of general education to develop students’ critical views on how models are used in the society. In addition, they gave suggestions for approaches to teach modelling and suitable modelling problems to work with from their own workplace.

Place, publisher, year, edition, pages
Cham: Springer, 2015. 327-337 p.
Series
International Perspectives on the Teaching and Learning of Mathematical Modelling, ISSN 2211-4920
Keyword [sv]
Matematikundervisning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-136698DOI: 10.1007/978-3-319-18272-8_27Libris ID: 21552562ISBN: 9783319182728 (electronic)ISBN: 9783319182711 (print)ISBN: 9783319369358 (print)OAI: oai:DiVA.org:liu-136698DiVA: diva2:1089873
Available from: 2017-04-21 Created: 2017-04-21 Last updated: 2017-09-18Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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