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Sinopsis
This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.
This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students’ mathematical thinking during the solution of a design problem are considered.
The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning.
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Acerca del autor
Stanislaw Schukajlow, Gabriele Kaiser, and Gloria Ann Stillman are active members of the international research community which focuses on researching mathematical modelling education viewing modelling as real-world problem solving. They have extensively edited and contributed to international journals and books on the topic. The latter two editors are past presidents of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA).
"Sobre este título" puede pertenecer a otra edición de este libro.
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Mathematical Modelling from a Cognitive Perspective (Paperback)
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Taylor & Francis Ltd, London, 2026
ISBN 10: 1041044364
ISBN 13: 9781041044369
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Paperback. Condición: new. Paperback. This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students mathematical thinking during the solution of a design problem are considered.The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning. This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Nº de ref. del artículo: 9781041044369
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Mathematical Modelling from a Cognitive Perspective
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Mathematical Modelling from a Cognitive Perspective (Paperback)
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Taylor & Francis Ltd, London, 2026
ISBN 10: 1041044364
ISBN 13: 9781041044369
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Paperback. Condición: new. Paperback. This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students mathematical thinking during the solution of a design problem are considered.The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning. This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. Nº de ref. del artículo: 9781041044369
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Condición: New. Stanislaw Schukajlow, Gabriele Kaiser, and Gloria Ann Stillman are active members of the international research community which focuses on researching mathematical modelling education viewing modelling as real-world problem solving. . Nº de ref. del artículo: 3577136977
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Mathematical Modelling from a Cognitive Perspective (Paperback)
Publicado por
Taylor & Francis Ltd, London, 2026
ISBN 10: 1041044364
ISBN 13: 9781041044369
Nuevo
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Paperback. Condición: new. Paperback. This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students mathematical thinking during the solution of a design problem are considered.The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning. This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Nº de ref. del artículo: 9781041044369
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Mathematical Modelling from a Cognitive Perspective
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ISBN 10: 1041044364
ISBN 13: 9781041044369
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Taschenbuch. Condición: Neu. Neuware - This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students' mathematical thinking during the solution of a design problem are considered.The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning. Nº de ref. del artículo: 9781041044369
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