Series Preface: Gabriele Kaiser and Gloria Stillman.- Chapter 1: Trends in Teaching and Learning of Mathematical Modelling (ICTMA14) – Preface : Gabriele Kaiser, Werner Blum, Rita Borromeo Ferri, Gloria Stillman.- Part I: Modelling from Primary to Upper Secondary School: Findings of Empirical Research.- Chapter 2: Modelling from Primary to Upper Secondary School: Findings of Empirical Research – Overview: Thomas Lingefjärd.- Chapter 3: Can Modelling be Taught and Learnt? Some Answers from Empirical Research: Werner Blum.- Chapter 4: Can Modelling Be Taught and Learnt? – A Commentary: Marcelo C. Borba.- Chapter 5: Upper Secondary Students' Handling of Real-World Contexts: Andreas Busse.- Chapter 6: Word Problem Classification: A Promising Modelling Task at the Elementary Level: Dirk de Bock, Kim Vleugels, and Lieven Verschaffel.- Chapter 7 : Understanding and Promoting Mathematical Modeling Competencies: An Applied Perspective: George Ekol.- Chapter 8: Secondary Teachers’ Beliefs About Teaching Applications - Design and Selected Results of a Qualitative Case Study: Frank Förster.- Chapter 9: Secondary Teachers’ Beliefs on Modelling in Geometry and Stochastics: Boris Girnat and Andreas Eichler.- Chapter 10: Examining Mathematising Activities in Modelling Tasks with a Hidden Mathematical Character:Roxana Grigoras, Fco. Javier García, and Stefan Halverscheid.- Chapter 11: The Sun Hour Project: Thomas Lingefjärd and Stephanie Meier.- Chapter 12: Mathematical Knowledge Application and Student Difficulties in a Design-Based Interdisciplinary Project: Kit Ee Dawn Ng.- Chapter 13: Evaluation of Teaching Activities with Multi-Variable Functions in Context: Yoshiki Nisawa and Seiji Moriya.- Chapter 14: Mathematical Modelling in Secondary Education: A Case Study: José Ortiz and Aldora Dos Santos.- Chapter 15: Students Overcoming Blockages While Building A Mathematical Model: Exploring A Framework : Sanne Schaap, Pauline Vos, and MartinGoedhart.- Chapter 16: What Did Taiwan Mathematics Teachers Think of Model-Eliciting Activities And Modeling Teaching? : Shih-Yi Yu and Ching-Kuch Chang.- Part II: Looking Deeper into Modelling Processes: Studies with a Cognitive Perspective.- Chapter 17: Looking Deeper into Modelling Processes: Studies with a Cognitive Perspective – Overview: Susana Carreira.- Chapter 18: Applying Metacognitive Knowledge and Strategies in Applications and Modelling Tasks at Secondary School: Gloria Stillman.- Chapter 19: Effective Mathematical Modelling without Blockages – A Reaction on some Theoretical and Practical Ideas – A Commentary.- Rita Borromeo Ferri.- Chapter 20: Modelling Tasks: Insight into Mathematical Understanding: Jill P. Brown and Ian Edwards.- Chapter 21: Mathematical Modelling of Daily Life in Adult Education: Focusing on the Notion of Knowledge: Susana Carreira, Nélia Amado, and Filipa Lecoq.- Chapter 22: Students’ Modeling Routes in the Context of Object Manipulation and Experimentation in Mathematics: Susana Carreira and Ana Margarida Baioa.- Chapter 23: Engineering Model Eliciting Activities for Elementary School Students: Nicolas G. Mousoulides and Lyn D. English.- Chapter 24: Project Modelling Routes in 12 to 16-year-old Pupils: Manuel Sol, Joaquin Giménez and Núria Rosich.- Part III: Modelling in Teacher Education.- Chapter 25: Modelling in Teacher Education – Overview: Jill P. Brown.- Chapter 26: Models and Modelling: Perspectives on Teaching and Learning Mathematics for the 21st Century: Helen Doerr and Richard Lesh.- Chapter 27: Mathematical Modelling in a Distance Course for Teachers: Maria Salett Biembengut Hein and Thaís Mariane Biembengut Faria.- Chapter 28: In-service and Prospective Teachers’ Views about Modelling Tasks in the Mathematics Classroom – Results of a Quantitative Empirical Study: Sebastian Kuntze.- Chapter 29: Pre-service Secondary Mathematics Teachers’ Affinity with using Modelling Tasks inTeaching Years 8-10: Gloria Stillman and Jill P. Brown. Part IV: Using Technologies: New Possible Ways of Learning and Teaching Modelling.- Chapter 30: Using Technologies: New Possible Ways of Learning and Teaching Modelling – Overview: Gilbert Greefrath.- Chapter 31: Factors Affecting Teachers’ Adoption of Innovative Practices with Technology and Mathematical Modelling: Vince Geiger.- Chapter 32: Modelling Considering the Influence of Technology: Gilbert Greefrath, Hans-Stefan Siller, and Jens Weitendorf.- Chapter 33: Improving Learning in Science and Mathematics with Exploratory and Interactive Computational Modelling: Rui Gomes Neves, Jorge Carvalho Silva, and Vítor Duarte Teodoro.- Part V: Modelling Competency: Learning, Applying and Developing Competencies.- Chapter 34: Modelling Competency: Learning, Applying and Developing Competencies – Overview: Morten Blomhøj.- Chapter 35. Drivers for Mathematical Modelling: Pragmatism in Practice: Christopher Haines.- Chapter 36: Identifying Drivers for Mathematical Modelling – A Commentary: Katja Maaß .- Chapter 37: Documenting the Development of Modelling Competencies of Grade 7 Mathematics Students: Piera Biccard and Dirk Wessels.- Chapter 38: Students’ Reflections in Mathematical Modelling Projects: Morten Blomhøj and Tinne Hoff Kjeldsen.- Chapter 39: From Data to Functions: Connecting Modeling Competencies and Statistical Literacy: Joachim Engel and Sebastian Kuntze.- Chapter 40: First Results from a Study Investigating Swedish Upper Secondary Students’ Mathematical Modelling Competencies: Peter Frejd and Jonas Bergman Ärlebäck.- Chapter 41: Why Cats Happen to Fall From the Sky or On Good and Bad Models: Hans-Wolfgang Henn.- Chapter 42: Assessing Modelling Competencies Using a Multidimensional IRT-Approach: Luzia Zöttl.- Part VI: Modelling in Tertiary Education.- Chapter 43: Modelling in Tertiary Education - Overview : Peter Galbraith.- Chapter 44: The MathematicalExpertise of Mechanical Engineers – Taking and Processing Measurements: Burkhard Alpers.- Chapter 45: Mathematical Modelling Skills and Creative Thinking Levels: An Experimental Study: Qi Dan and Jinxing Xie.- Chapter 46: Modelling the Evolution of the Belgian Population Using Matrices, Eigenvalues and Eigenvectors: Johan Deprez.- Chapter 47: Modelling and the Educational Challenge in Industrial Mathematics: Matti Heilio.- Chapter 48:Modelling of Infectious Disease with Biomathematics: Implications for Teaching and Research: Norbert Gruenwald, Gabriele Sauerbier, Ajit Narayanan, Sergiy Klymchuk, and Tatyana Zverkova.- Chapter 49: Using Response Analysis Mapping to Display Modellers’ Mathematical Modelling Progress: Akio Matsuzaki.- Part VII: Modelling Examples and Modelling Projects: Concrete Cases.- Chapter 50: Modelling Examples and Modelling Projects: Concrete Cases – Overview: Hugh Burkhardt.- Chapter 51: The Mathematical Expertise of Mechanical Engineers – Taking and Processing Measurements: Mette Andresen and Asbjoern Petersen.- Chapter 52: Real-World Modelling in Regular Lessons: A Long-Term Experiment: Martin Bracke and Andreas Geiger.- Chapter 53: Modelling Tasks at the Internet Portal “Program for Gifted”: Matthias Brandl.- Chapter 54: Modelling at Primary School Through a French-German Comparison of Curricula and Textbooks: Richard Cabassut and Anke Wagner.- Chapter 55: Modifying Teachers’ Practices: The Case of a European Training Course on Modelling and Applications: Javier García and Luisa Ruiz-Higueras.- Chapter 56: Google’s PageRank – A Present Day Application of Mathematics in Classroom: Hans Humenberger.- Chapter 57: Authentic Modelling Problems in Mathematics Education: Gabriele Kaiser, Björn Schwarz, and Nils Buchholtz.- Chapter 58: Using Modelling Experiences to Develop Japanese Senior High School Students' Awareness of the Interrelations between Mathematics and Science: Tetsushi Kawasaki and SeijiMoriya.- Chapter 59: Stochastic Case Problems for the Secondary Classroom with Reliability Theory : Usha Kotelawala.- Chapter 60: LEMA – Professional Development of Teachers in Relation to Mathematical Modelling: atja Maaß and Johannes Gurlitt .- Chapter 61: Modelling in the Classroom – Obstacles from the Teacher’s Perspective: Barbara Schmidt.- Chapter 62: Teachers’ Professional Learning: Modelling at the Boundaries: Geoff Wake.- Part VIII: Theoretical and Curricular Reflections on Modelling.- Chapter 63: Theoretical and Curricular Reflections on Modelling – Overview: Pauline Vos.- Chapter 64: Making Connections between Modelling and Constructing Mathematics Knowledge: An Historical Perspective: Toshikazu Ikeda and Max Stephens.- Chapter 65: Practical Knowledge of Research Mathematicians, Scientists and Engineers about the Teaching of Modelling: Jeroen Spandaw.- Chapter 66: Evolution of Applications and Modelling in a Senior Secondary Curriculum: Gloria Stillman and Peter Galbraith.- Chapter 67: Sense of Reality Through Mathematical Modeling: Jhony A.Villa-Ochoa and Carlos M. Jaramillo L.- Chapter 68: What is ‘Authentic’ in the Teaching and Learning of Mathematical Modelling?: Pauline Vos
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