liu.seSearch for publications in DiVA

CiteExport$(function(){PrimeFaces.cw("TieredMenu","widget_formSmash_upper_j_idt146",{id:"formSmash:upper:j_idt146",widgetVar:"widget_formSmash_upper_j_idt146",autoDisplay:true,overlay:true,my:"left top",at:"left bottom",trigger:"formSmash:upper:exportLink",triggerEvent:"click"});}); $(function(){PrimeFaces.cw("OverlayPanel","widget_formSmash_upper_j_idt147_j_idt149",{id:"formSmash:upper:j_idt147:j_idt149",widgetVar:"widget_formSmash_upper_j_idt147_j_idt149",target:"formSmash:upper:j_idt147:permLink",showEffect:"blind",hideEffect:"fade",my:"right top",at:"right bottom",showCloseIcon:true});});

Teachers’ conceptions of mathematical modelling at Swedish Upper Secondary schoolPrimeFaces.cw("AccordionPanel","widget_formSmash_some",{id:"formSmash:some",widgetVar:"widget_formSmash_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_all",{id:"formSmash:all",widgetVar:"widget_formSmash_all",multiple:true});
function selectAll()
{
var panelSome = $(PrimeFaces.escapeClientId("formSmash:some"));
var panelAll = $(PrimeFaces.escapeClientId("formSmash:all"));
panelAll.toggle();
toggleList(panelSome.get(0).childNodes, panelAll);
toggleList(panelAll.get(0).childNodes, panelAll);
}
/*Toggling the list of authorPanel nodes according to the toggling of the closeable second panel */
function toggleList(childList, panel)
{
var panelWasOpen = (panel.get(0).style.display == 'none');
// console.log('panel was open ' + panelWasOpen);
for (var c = 0; c < childList.length; c++) {
if (childList[c].classList.contains('authorPanel')) {
clickNode(panelWasOpen, childList[c]);
}
}
}
/*nodes have styleClass ui-corner-top if they are expanded and ui-corner-all if they are collapsed */
function clickNode(collapse, child)
{
if (collapse && child.classList.contains('ui-corner-top')) {
// console.log('collapse');
child.click();
}
if (!collapse && child.classList.contains('ui-corner-all')) {
// console.log('expand');
child.click();
}
}
PrimeFaces.cw("AccordionPanel","widget_formSmash_responsibleOrgs",{id:"formSmash:responsibleOrgs",widgetVar:"widget_formSmash_responsibleOrgs",multiple:true}); 2012 (English)In: Journal of Mathematical Modelling and Application, ISSN 2178-2423, E-ISSN 2178-2423, Vol. 1, no 5, 17-40 p.Article in journal (Refereed) Published
##### Abstract [en]

##### Place, publisher, year, edition, pages

Blumenau: Universidade Regional de Blumenau , 2012. Vol. 1, no 5, 17-40 p.
##### Keyword [en]

mathematical modelling; teachers’ conceptions; upper secondary school
##### National Category

Didactics
##### Identifiers

URN: urn:nbn:se:liu:diva-89496OAI: oai:DiVA.org:liu-89496DiVA: diva2:608159
#####

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt437",{id:"formSmash:j_idt437",widgetVar:"widget_formSmash_j_idt437",multiple:true});
#####

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt443",{id:"formSmash:j_idt443",widgetVar:"widget_formSmash_j_idt443",multiple:true});
#####

PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt449",{id:"formSmash:j_idt449",widgetVar:"widget_formSmash_j_idt449",multiple:true});
Available from: 2013-02-26 Created: 2013-02-26 Last updated: 2017-12-06
##### In thesis

Researchers argue that teachers’ conceptions (beliefs) about mathematical modelling have an impact on the low integration of modelling activities into the mathematics classroom. This paper presents a case study of 18 teachers, investigating their conceptions about mathematical modelling and their experiences of working with modelling activities in Swedish upper secondary school. The results, based on an analysis with a grounded theory inspired coding strategy, indicate that the teachers’ conceptions of the notion mathematical modelling relates to designing a mathematical model based on a situation. It is also concluded that the teachers have minor experience of the notion of mathematical modelling in mathematics class, but in physics class modelling is used as a common activity. Overall the teachers in this study seem not to give priority to integrate mathematical modelling into their everyday mathematics teaching. One reason may be related to teachers’ conceptions about mathematics where more than every other teacher expressed that some of the modelling items discussed during the interviews were not considered to be mathematics.

1. Modes of Mathematical Modelling: An analysis of how modelling is used and interpreted in and out of school settings$(function(){PrimeFaces.cw("OverlayPanel","overlay690259",{id:"formSmash:j_idt712:0:j_idt716",widgetVar:"overlay690259",target:"formSmash:j_idt712:0:parentLink",showEvent:"mousedown",hideEvent:"mousedown",showEffect:"blind",hideEffect:"fade",appendToBody:true});});

urn-nbn$(function(){PrimeFaces.cw("Tooltip","widget_formSmash_j_idt1151",{id:"formSmash:j_idt1151",widgetVar:"widget_formSmash_j_idt1151",showEffect:"fade",hideEffect:"fade",showDelay:500,hideDelay:300,target:"formSmash:altmetricDiv"});});

CiteExport$(function(){PrimeFaces.cw("TieredMenu","widget_formSmash_lower_j_idt1210",{id:"formSmash:lower:j_idt1210",widgetVar:"widget_formSmash_lower_j_idt1210",autoDisplay:true,overlay:true,my:"left top",at:"left bottom",trigger:"formSmash:lower:exportLink",triggerEvent:"click"});}); $(function(){PrimeFaces.cw("OverlayPanel","widget_formSmash_lower_j_idt1211_j_idt1213",{id:"formSmash:lower:j_idt1211:j_idt1213",widgetVar:"widget_formSmash_lower_j_idt1211_j_idt1213",target:"formSmash:lower:j_idt1211:permLink",showEffect:"blind",hideEffect:"fade",my:"right top",at:"right bottom",showCloseIcon:true});});