“Can Modelling Be Taught and Learnt?” – A Commentary

dc.contributorUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-28T19:26:33Z
dc.date.accessioned2022-12-20T01:08:38Z
dc.date.available2022-04-28T19:26:33Z
dc.date.available2022-12-20T01:08:38Z
dc.date.created2022-04-28T19:26:33Z
dc.date.issued2011-01-01
dc.identifierInternational Perspectives on the Teaching and Learning of Mathematical Modelling, v. 1, p. 31-35.
dc.identifier2211-4939
dc.identifier2211-4920
dc.identifierhttp://hdl.handle.net/11449/221191
dc.identifier10.1007/978-94-007-0910-2_4
dc.identifier2-s2.0-85055314757
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5401320
dc.description.abstractThe questions, whether mathematical modelling can be learnt and what we know from empirical research, are highly relevant not only for the current research on modelling, but they are as well essential for curricular changes introducing modelling into schools. Werner Blum tackles these questions in his paper from several perspectives and shows important research regarding the possibilities of students and teachers learning and teaching modelling, respectively. Blum dedicates his research to cognitive analysis of students who are involved in developing modelling tasks with the help of teachers.
dc.languageeng
dc.relationInternational Perspectives on the Teaching and Learning of Mathematical Modelling
dc.sourceScopus
dc.subjectGoal Orientation
dc.subjectModelling Activity
dc.subjectModelling Task
dc.subjectTeacher Learning
dc.subjectTeaching Modelling
dc.title“Can Modelling Be Taught and Learnt?” – A Commentary
dc.typeCapítulos de libros


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