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Concept and structure of the Hamburg Modeling Days

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Concept and structure of the Hamburg Modeling Days

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Vorhölter, K.; Freiwald, J. (2022). Concept and structure of the Hamburg Modeling Days. Modelling in Science Education and Learning. 15(1):175-186. https://doi.org/10.4995/msel.2022.16550

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Título: Concept and structure of the Hamburg Modeling Days
Otro titulo: Concepto y estructura de las Jornadas de Modelización de Hamburgo
Autor: Vorhölter, Katrin Freiwald, Janne
Fecha difusión:
Resumen:
[EN] In Germany, there is quite a tradition of modeling projects, carried out by different universities all over Germany. Since 2001, different modeling projects has been conducted by the working group on Didactics of ...[+]


[ES] En Alemania, existe una gran tradición de proyectos de modelización, llevados a cabo por diferentes universidades de todo el país. Desde 2001, el grupo de trabajo de Didáctica de las Matemáticas del Departamento de ...[+]
Palabras clave: Modeling projects , Modeling competencies , Teaching competencies , Proyectos de modelización , Competencias de modelización , Competencias docentes
Derechos de uso: Reconocimiento - No comercial (by-nc)
Fuente:
Modelling in Science Education and Learning. (eissn: 1988-3145 )
DOI: 10.4995/msel.2022.16550
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/msel.2022.16550
Tipo: Artículo

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References

Alwast A. and Vorhölter K. (2021). Measuring pre-service teachers' noticing competencies within a mathematical modelling context Educational Studies in Mathematics Advance online publication. https://doi.org/10.1007/s10649-021-10102-8

Blomeke S., Gustafsson J.-E. and Shavelson R.J. (2015).Beyond Dichotomies Zeitschrift f¨ur Psychologie 223(1) pp. 3-13 (doi:10.1027/2151-2604/a000194) https://doi.org/10.1027/2151-2604/a000194

Blomhoj M. and Jensen T. H.øjgaard (2003). Developing mathematical modelling competence: conceptual clarification and educational planning Teaching Mathematics and its Applications 22(3) pp. 123-139 (doi:0.1093/teamat/22.3.123) https://doi.org/10.1093/teamat/22.3.123 [+]
Alwast A. and Vorhölter K. (2021). Measuring pre-service teachers' noticing competencies within a mathematical modelling context Educational Studies in Mathematics Advance online publication. https://doi.org/10.1007/s10649-021-10102-8

Blomeke S., Gustafsson J.-E. and Shavelson R.J. (2015).Beyond Dichotomies Zeitschrift f¨ur Psychologie 223(1) pp. 3-13 (doi:10.1027/2151-2604/a000194) https://doi.org/10.1027/2151-2604/a000194

Blomhoj M. and Jensen T. H.øjgaard (2003). Developing mathematical modelling competence: conceptual clarification and educational planning Teaching Mathematics and its Applications 22(3) pp. 123-139 (doi:0.1093/teamat/22.3.123) https://doi.org/10.1093/teamat/22.3.123

Blomhøj M. and Kjeldsen T. H. (2006). Teaching mathematical modelling through project work ZDM - Mathematics Education 38(2) pp. 163-177 (doi:10.1007/BF02655887) https://doi.org/10.1007/BF02655887

Borromeo Ferri R. and Blum W. (2010). Mathematical Modelling in teacher education - experiences from a modelling seminar. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), CERME 6: Proceedings of the sixth congress of the European Society for Research in Mathematics Education, January 28th-February 1st 2009 Lyon (France) (pp. 2046-2055). Institut national de recherche pédagogique.

Bracke M. Göttlich S. and Götz Th.(2013). Modellierungsproblem Dart spielen Mathematisches Modellieren f¨ur Schule und Hochschule. Borromeo Ferri R. and Greefrath G. and Kaiser G. (Eds.) pp. 147-162. Springer (Wiesbaden) https://doi.org/10.1007/978-3-658-01580-0_7

Greefrath G. and Siller H.-St. (2017). Modelling and Simulation with the Help of Digital Tools Mathematical Modelling and Applications. Stillman G. Ann and Blum W. and Kaiser G. (Eds.) pp 529-539. Springer (Cham). https://doi.org/10.1007/978-3-319-62968-1_44

Kaiser G. and Schwarz Bj. (2006). Mathematical modelling as bridge between school and university ZDM Mathematics Education 38(2) pp. 196-208. https://doi.org/10.1007/BF02655889

Kaiser Gabriele (2007). Modelling and modelling competencies in school Mathematical modelling (ICTMA 12). Haines Ch. Galbraith P.L., Blum W. and Khan S.(Eds.) pp 110-119. Horwood Publishing (Chichester) https://doi.org/10.1533/9780857099419.3.110

Kaiser G. and Schwarz Bj. (2010). Authentic Modelling Problems in Mathematics Education-Examples and Experiences Journal f¨ur Mathematik-Didaktik 31(1) pp.51-76 (doi:10.1007/s13138-010-0001-3) https://doi.org/10.1007/s13138-010-0001-3

Kaiser G., Bracke M., Göttlich S. and Kaland Ch. (2013). Authentic Complex Modelling Problems in Mathematics Education. Educational Interfaces between Mathematics and Industry. Vol. 16 Damlamian A., Rodrigues J. F. and Str¨aßer R.(Eds.) pp. 287-297. New ICMI Study Series. Springer (Cham). https://doi.org/10.1007/978-3-319-02270-3_29

Kaiser G. (2017). The Teaching and Learning of Mathematical Modelling Compendium for research in mathematics education. Cai J (Ed.) pp 267-291. National Council of Teachers of Mathematics (Reston, VA)

Maaß K. (2006). What are modelling competencies? ZDM - Mathematics Education 38(2) pp. 113-142. https://doi.org/10.1007/BF02655885

Maaß K. (2007). Modelling in Class: What do we students want to learn? Mathematical modelling (ICTMA 12). Haices Ch., Galbraith P.L., Blum W. and Khan S.(Eds.) pp 63-78. Horwood Publishing (Chichester) https://doi.org/10.1533/9780857099419.2.63

Stender P. and Kaiser G. (2015). Scaffolding in complex modelling situations ZDM - Mathematics Education 47(7) pp. 1255-1267 (doi:10.1007/s11858-015-0741-0) https://doi.org/10.1007/s11858-015-0741-0

Stender P. (2016). Wirkungsvolle Lehrerinterventionsformen bei komplexen Modellierungsaufgaben Springer( Wiesbaden) https://doi.org/10.1007/978-3-658-14297-1

Stender P. (2018). The use of heuristic strategies in modelling activities ZDM - Mathematics Education 50(1-2) pp. 315-326 (doi:10.1007/s11858-017-0901-5) https://doi.org/10.1007/s11858-017-0901-5

Vorhölter K. and Kaiser G.and Borromeo Ferri R. (2014). Modelling in Mathematics Classroom Instruction: An Innovative Approach for Transforming Mathematics Education Transforming Mathematics Instruction. Transforming Mathematics Instruction, Li Y., Silver, E. A. and Li, Shiqi (Eds.) pp. 21-36. Springer(Cham) https://doi.org/10.1007/978-3-319-04993-9_3

Vorhölter K. (2018). Notwendige Kompetenzen zur Betreuung von Modellierungsaktivit¨aten aus Sicht von Studierenden - Evaluation und Weiterentwicklung eines Seminars zur Vermittlung modellierungsspezifischer Lehrerkompetenzen Lehrerkompetenzen zum Unterrichten mathematischer Modellierung. Borromeo https://doi.org/10.1007/978-3-658-22616-9_9

Ferri R. and Blum W. (Eds.) pp. 201-212 Realitätsbezüge im Mathematikunterricht. Springer (Wiesbaden) https://doi.org/10.1007/978-3-658-22616-9_9

Vorhölter K. (2019). Enhancing metacognitive group strategies for modelling ZDM - The International Journal on Mathematics Education, 51(4) pp. 703-716 (doi:10.1007/s11858-019-01055-7) https://doi.org/10.1007/s11858-019-01055-7

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