Výsledky vyhľadávania - "Modelling cycle"

La evaluación competencial de la modelización matemática en las diferentes etapas educativas

Autori: Toalongo Guamba, Ximena

Prispievatelia: University/Department: Universitat de Girona. Departament de Didàctiques Específiques, University/Department: Universitat de Girona. Institut de Recerca Educativa

Thesis Advisors: Alsina, Àngel

Zdroj: TDX (Tesis Doctorals en Xarxa)

Predmety: Competència matemàtica, Competencia matemática, Mathematical competence, Avaluació, Evaluación, Assessment, Modelització matemàtica, Modelización matemática, Mathematical modelling, Cicle de modelització, Ciclo de modelización, Modelling cycle, Problemes de Fermi, Problemas de Fermi, Fermi problems, Activitats generadores de models, Actividades generadoras de modelos, Modelling eliciting activities, Educació infantil, Educación infantil, Childhood education, Educació primària, Educación primaria, Primary education

Popis súboru: application/pdf

Prístupová URL adresa: http://hdl.handle.net/10803/692331

Modelling cycle for simulation digital twins

Autori: Reed, Sean Löfstrand, Magnus Andrews, John

Zdroj: Manufacturing Letters. 28:54-58

Predmety: Digital twin, Industry 4.0, Discrete event simulation, Modelling cycle, Mechanical Engineering, Maskinteknik

Popis súboru: print

Prístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-91181
https://doi.org/10.1016/j.mfglet.2021.04.004

Mathematical Modelling from a Semiotic-Cognitive Approach

Autori: Carlos Ledezma

Zdroj: REDIMAT, Vol 13, Iss 3 (2024)

Predmety: modelling cycle, terminology in modelling, LC8-6691, representations in modelling, Special aspects of education

Prístupová URL adresa: https://doaj.org/article/c3b000cc8e944d72be026d0eb45e003f

PhD Dissertation: A study on mathematical modelling from a semiotic-cognitive approach and implications on teacher education: Tesi doctoral: Estudi de la modelització matemàtica des d'un enfocament semiòtico-cognitiu i implicacions en la formació del professorat

Autori: Llanes Luna, Ana Luisa

Zdroj: Didacticae. Revista d'Investigació en Didàctiques Específiques; No 18-19: Articles en premsa; 1-5
Didacticae. Journal of Research in Specific Didactics; No. 18-19: Early view; 1-5
Didacticae. Revista de Investigación en Didácticas Específicas; Núm. 18-19: Artículos en prensa; 1-5

Predmety: modelling cycle, educación secundaria y bachillerato, secondary and baccalaureate education, ciclo de modelización, cicle de modelització, mathematics education, formació del professorat, formación de profesores, modelización matemática, modelització matemàtica, mathematical modelling, didáctica de la matemática, educació secundària i batxillerat, teacher education, didàctica de la matemàtica

Popis súboru: application/pdf

Prístupová URL adresa: http://revistes.ub.edu/index.php/didacticae/article/view/47307

Portée et influence des artefacts dans le développement du travail mathématique à l'aune de la modélisation

Autori: Flores González, Macarena Masselin, Blandine Reyes Avendaño, Claudia Gabriela

Prispievatelia: Flores González, Macarena Masselin, Blandine Reyes Avendaño, Claudia Gabriela

Predmety: uniform circular motion, modelling cycle, probability, Espace de Travail Mathématique, probabilité modelling, Mots-clefs : modélisation Espace de Travail Mathématique cycle de modélisation mouvement circulaire uniforme probabilité modelling Mathematical Working Space modelling cycle uniform circular motion probability, [MATH] Mathematics [math], mouvement circulaire uniforme, cycle de modélisation, Mots-clefs : modélisation, Mathematical Working Space, [PHYS] Physics [physics]

Popis súboru: application/pdf

Prístupová URL adresa: https://hal.science/hal-04252488v1

Fermi Problems and Modelling Eliciting Activities as a resource to promote Mathematical Modelling among Primary School students ; Los Problemas de Fermi y las Modelling Eliciting Activities como un recurso para fomentar la Modelización Matemática entre el alumnado de Educación Primaria

Autori: Toalongo, Ximena Trelles, César Alsina, Ángel

Zdroj: Edma 0-6: Educación Matemática en la Infancia; Vol. 13 No. 1 (2024); 58-92 ; Edma 0-6: Educación Matemática en la Infancia; Vol. 13 Núm. 1 (2024); 58-92 ; 2254-8351 ; 10.24197/edmain.1.2024

Predmety: Modelización matemática, problemas de Fermi, Modelling Eliciting Activities, Ciclo de modelización, Educación Primaria, Mathematical modelling, Fermi problems, Modelling cycle, Primary Education

Popis súboru: application/pdf

Relation: https://revistas.uva.es/index.php/edmain/article/view/8923/6185; Albarracín, L. (2017). Los problemas de Fermi como actividades para introducir la modelización. Modelling in Science Education and Learning, 10(2), 117-135. https://doi.org/10.4995/msel.2017.7707 Albarracín, L. y Gorgorió, N. (2019). Using large number estimation problems in primary education classrooms to introduce mathematical modelling. International Journal of Innovation in Science and Mathematics Education, 27(2), 45-57. https://doi.org/10.30722/IJISME.27.02.004 Albarración, L., Segura, C., Ferrando, I. y Gorgorió, N. (2022). Supporting mathematical modelling by upscaling real context in a sequence of tasks. Teaching Mathematics and its Applications: An International Journal of the IMA, 41(3), 183-197. https://doi.org/10.1093/teamat/hrab027 Alsina, Á., Toalongo, X., Trelles, C. y Salgado, M. (2021). Desarrollando habilidades de modelización matemática temprana en Educación Infantil: un análisis comparativo en 3 y 5 años. Quadrante: Revista de Investigação em Educação Matemática, 30(1), 74-93. https://doi.org/10.48489/quadrante.23654 Alsina, C., García-Raffi, L. M., Gómez, J. y Romero, S. (2007). Modelling in science education and learning. SUMA, 54, 51-53. Ärlebäck, J. B. (2009). On the use of realistic Fermi problems for introducing mathematical modelling in school. The Mathematics Enthusiast, 6(3), 331-364. https://doi.org/10.54870/1551-3440.1157 Ärlebäck, J. B. (2011). Exploring the solving process of groups solving realistic Fermi problem from the perspective of the anthropological theory of didactics. En M. Pytlak, T. Rowland y W. Swoboda (Eds.), Proceedings of the Seventh Conference of European Research in Mathematics Education (CERME 7) (pp. 1010-1020). University of Rzeszów. Ärlebäck, J. y Bergsten, C. (2010). On the use of realistic Fermi problems in introducing mathematical modelling in upper secondary mathematics. En R. Lesh, P. Galbraith, C. Haines y A. Hurford (Eds.), Modeling students’ mathematical modeling competencies (pp. 597-609). Springer. https://doi.org/10.1007/978-1-4419-0561-1_52 Aymerich, A. y Albarracín, L. (2022). Modelización matemática en actividades estadísticas: episodios clave para la generación de modelos. Uniciencia, 36(1), 1-18. https://dx.doi.org/10.15359/ru.36-1.16 Barquero, B., Bosch, M. y Gascón, J. (2014). Incidencia del “aplicacionismo” en la integración de la modelización matemática en la enseñanza universitaria de las ciencias experimentales. Enseñanza de las Ciencias, 32(1), 83-100. https://doi.org/10.5565/rev/ensciencias.933 Barquero, B., Bosch, M. y Romo, A. (2018). Mathematical modelling in teacher education: dealing with institutional constraints. ZDM Mathematics Education, 50, 31-43. https://doi.org/10.1007/s11858-017-0907-z Barquero, B. y Jessen, B. E. (2020). Impacto del enfoque teórico en el diseño de tareas de modelización matemática. Avances de Investigación en Educación Matemática, 17, 98-113. https://doi.org/10.35763/aiem.v0i17.317 Bliss, K. y Libertini, J. (2019). What is mathematical modeling? En S. Garfunkel y M. Montgomery (Eds.), Guidelines for assessment & instruction in mathematical modeling education (pp. 7-21). Consortium for Mathematics and Its Applications and Society for Industrial and Applied Mathematics. Blum, W. y Borromeo, R. (2009). Mathematical Modelling: Can I Be Taught And Learn? Journal of Mathematical Modeling and Application, 1(1), 45-58. Blum, W. y Leiβ, D. (2007). How do students and teachers deal with modelling problems? En C. Haines, P. Galbraith, W. Blum y S. Khan (Eds.), Mathematical Modelling: Education, Engineering and Economics (pp. 222-231). Woodhead Publishing. https://doi.org/10.1533/9780857099419.5.221 Brady, C. (2018). Modelling and the representational imagination. ZDM, 50(1), 45-59. https://doi.org/10.1007/s11858-018-0926-4 Carreira, S., Amado, N. y Lecoq, F. (2011). Mathematical Modeling of Daily Life in Adult Education: Focusing on the Notion of knowledge. En G. Kaiser, W. Blum, R. Borromeo Ferri y G. Stillman (Eds.), Trends in teaching and Learning of Mathematical Modeling (pp. 199-210). Springer. https://doi.org/10.1007/978-94-007-0910-2_21 Coller, X. (2005). Estudio de casos. Centro de Investigaciones Sociológicas. Daher, W. (2021). Middle school students' Motivation in solving modelling activities with technology. EURASIA, 17(9), 1-13. https://doi.org/10.29333/ejmste/11127 English, L. D. (1996). Children's reasoning in solving novel problems of deduction. En L. Puig y A. Gutiérrez (Ed.), Proceedings of the 20th PME International Conference, 2 (pp. 329-336). PME. English, L. D. (Ed.). (1997). Mathematical reasoning: Analogies, metaphors, and images. Lawrence Erlbaum. English, L. D. (2004). Promoting the development of young children's mathematical and analogical reasoning. En L. D. English (Ed.), Mathematical and analogical reasoning of young learners (pp. 210-215). Lawrence Erlbaum. English, L. D. (2006). Mathematical Modeling in the Primary School: Children's construction of a consumer guide. Educational Studies in Mathematics, 63, 303-323. https://doi.org/10.1007/s10649-005-9013-1 English, L. D. (2010). Modeling with Complex Data in the Primary School. En R. Lesh, P. Galbraith, C. Haines y A. Hurford, Modelling Students' Mathematical Modeling Competencies (pp. 287-300). Springer. https://doi.org/10.1007/978-1-4419-0561-1_25 English, L. D. (2014). Promoting statical literacy through data modelling in the early school years. En E. Chernoff y B. Sriraman (Eds.), Probalistic thinking: presenting plural perspectives (pp. 441-458). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-7155-0_23 English, L. D. y Watson, J. (2018). Modelling with authentic data in sixth grade. ZDM Mathematics Education, 50, 103-115. https://doi.org/10.1007/s11858-017-0896-y Ferrando, I. y Albarracín, L. (2021). Students from grade 2 to grade 10 solving a Fermi problem: analysis of emerging models. Mathematics Education Research Journal, 33(1), 61-78. https://doi.org/10.1007/s13394-019-00292-z Ferrando, I. y Navarro, B. (2015). Un viaje de fin de curso y tres tareas de modelización. Una experiencia en un aula de secundaria. Modelling in Science Education and Learning, 8(2), 79-92. https://doi.org/10.4995/msel.2015.3681 Florensa, I., García, F. J. y Sala, G. (2020). Condiciones para la enseñanza de la modelización matemática: estudios de casos en distintos niveles educativos. Avances de Investigación en Educación Matemática, 17, 21-37. https://doi.org/10.35763/aiem.v0i17.315 Gallart, C., García-Raffi, L. y Ferrando, I. (2019). Modelización matemática en la educación secundaria: manual de uso. Modelling in Science Education and Learning, 12(1), 71-86. https://doi.org/10.4995/msel.2019.10955 Geiger, V. (2011). Factors Affecting Teachers' Adoption of Innovative Practices with Technology and Mathematical Modeling. En G. Kaiser, W. Blum, R. Borromeo Ferri y G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modeling, (ICTMA 14) (pp. 305-314). Springer. https://doi.org/10.1007/978-94-007-0910-2_31 Gerring, J. (2017). Case study research: Principles and Practices (Strategies for Social Inquiry). Cambridge University Press. Girnat, B. y Eichler, A. (2011). Secondary Teacher`s Beliefs on Modeling in Geometry and Stochastics. En G. Kaiser, W. Blum, R. Borromeo Ferri y G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modeling (pp. 75-84). Springer. http://doi.org/10.1007/978-94-007-0910-2_9 Greefrath, G. (2011). Using Technologies: New Possibilities of Teaching and learning Modeling - Overview. En G. Kaiser, W. Blum, R. Borromeo Ferri y G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modeling, (ICTMA 14) (pp. 301-304). Springer. https://doi.org/10.1007/978-94-007-0910-2_30 Haberzettl, N., Klett, S. y Schukajlow, S. (2018). Mathematik rund um die Schule—Modellieren mit Fermi-Aufgaben. En K. Eilerts y K. Skutella (Eds.), Neue Materialien für einen realitätsbezogenen Mathematikunterricht 5. Ein ISTRON-Band für die Grundschule (pp. 31-41). Springer. https://doi.org/10.1007/978-3-658-21042-7_3 Henze, J. y Fritzlar, T. (2010). Primary school children’s model building processes by the example of Fermi questions. En A. Ambrus y E. Vásárhelyi (Ed.), Problem Solving in Mathematics Education. Proceedings of the 11th ProMath conference (pp. 60-75). Eötvös Loránd University. Hernandez-Martínez, P. y Vos, P. (2018). "Why do I have to learn this?" A case study on estudents' experiences of the relevance of mathematical modelling activities. ZDM Mathematics Education, 50, 245-257. https://doi.org/10.1007/s11858-017-0904-2 Hernández-Sampieri, R. y Mendoza, C. (2018). Metodología de la Investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill. Ji, X. (2012). A quasi-experimental study of high school students’ mathematics modelling competence. En 12th International Congress on Mathematical Education (8 - 15 July 2012). COEX. Jung, H. y Brady, C. (2023). Modeling actions foregrounded in whole-class modeling discourse: A case study of a model-eliciting activity and a three-act task. Mathematical Thinking and Learning, 1-24. https://doi.org/10.1080/10986065.2023.2180849 Jung, H., Stehr, E. y He, J. (2019). Mathematical modeling oportunities reported by secondary mathematics preservice teachers and instructors. School Science and Mathematics, 119(6), 353-365. https://doi.org/10.1111/ssm.12359 Kaygisiz, I. y Şenel, E. A. (2023). Investigating mathematical modeling competencies of primary school students: Reflections from a model eliciting activity. Journal of Pedagogical Research, 7(1), 1-24. https://doi.org/10.33902/JPR.202317062 Krippendorff, K. (2018). Content Analysis: An introduction to its metodology. SAGE Publications. Leong, R. (2012). Assessment of mathematical modeling. Journal of Mathematics Education at Teachers College, 3(1), 61-65. https://doi.org/10.7916/jmetc.v3i1.736 Lesh, R. y Doerr, H. (2003). Foundations of a models and modeling perspective on mathematics teaching, learning and problem solving. En R. Lesh y H. Doerr (Eds.), Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching (pp. 3-34). Lawrence Erlbaum Associates. Lesh, R., Hoover, M., Hole, B., Kelly, A. y Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. En A. Kelly, R. Lesh, A. Kelly y R. Lesh (Eds.), Handbook of Research Desing in Mathematics and Science Education (pp. 591-645). Lawrence Erlbaum Associates. Lu, X. y Kaiser, G. (2022). Can mathematical modelling works as a creativity-demanding activity? An empirical study in China. ZDM Mathematics Education, 54(1), 67-81. https://doi.org/10.1007/s11858-021-01316-4 Montero, L. E. y Vargas, V. (2022). Ciclos de modelación y razonamiento covariacional al realizar una actividad provocadora de modelos. Educación Matemática, 34(1), 214-248. https://doi.org/10.24844/EM3401.08 National Council of Teachers of Mathematics. (1989). Curriculum and Evaluation Standars for School Matematics. NCTM. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. An overview. NCTM. National Governors Association Center for Best Practices: Council of Chief State School Officers. (2010). Common Core State Standars for Mathematics. OECD (2023). PISA 2022 Assessment and Analytical Framework. (PISA, Ed.) OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en. Ruiz-Higueras, L. y García, F. J. (2011). Análisis de praxeologías didácticas en la gestión de procesos de Modelización Matemática en la Escuela Infantil. Revista Latinoamericana de Investigación en Matemática Educativa, 14(1), 41-70. Ruiz-Higueras, L., García, F. J. y Lendínez, E. (2013). La actividad de modelización en el ámbito de las relaciones espaciales en la Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 2(1), 95-118. https://doi.org/10.24197/edmain.1.2013.95-118 Segura, C. y Ferrando, I. (2023). Pre-service teachers’ flexibility and performance in solving Fermi problems. Educational Studies in Mathematics, 113(2), 207-227. https://doi.org/10.1007/s10649-023-10220-5 Segura, C., Ferrando, I. y Albarracín, L. (2023). Does collaborative and experiential work influence the solution of real-context estimation problems? A study with prospective teachers. The Journal of Mathematical Behavior, 70, 101040. https://doi.org/10.1016/j.jmathb.2023.101040 Sol, M., Giménez, J. y Rosich, N. (2011). Trayectorias modelizadoras en la ESO. Modelling in Science Education and Learning, 4(27), 329-343. https://doi.org/10.4995/msel.2011.3100 Sriraman, B. y Knott, L. (2009). The mathematics of estimation: Possibilities for interdisciplinary pedagogy and social consciousness. Interchange, 40(2), 205-223. https://doi.org/10.1007/s10780-009-9090-7 Taggart, G. L., Adams, P. E., Eltze, E., Heinrichs, J., Hohman, J. y Hickman, K. (2007). Fermi Questions. Mathematics Teaching in the Middle School, 13(3), 164-167. https://doi.org/10.5951/MTMS.13.3.0164 Tekin-Dede, A. y Bukova-Güzel, E. (2018). A rubric development study for the assessment of modeling skills. The Mathematics Educator, 27(2), 33-72. Tekin-Dede, A. y Yılmaz, S. (2013). İlköğretim matematik öğretmeni adaylarının modelleme yeterliliklerinin incelenmesi [Examination of modeling competencies of primary school mathematics teacher candidates]. Turkish Journal of Computer and Mathematics Education, 4(3), 185-206. Toalongo, X., Alsina, Á., Trelles, C. y Salgado, M. (2021). Creando los primeros modelos matemáticos: análisis de un ciclo de modelización a partir de un problema real en Educación Infantil. CADMO(1), 81-98. https://doi.org/10.3280/CAD2021-001006 Toalongo, X., Trelles, C. y Alsina, Á. (2022). Design, Construction and Validation of a Rubric to Evaluate Mathematical Modelling in School Education. Mathematics, 10(24), 4662. https://doi.org/10.3390/math10244662 Trelles, C., Toalongo, X. y Alsina, Á. (2022a). Una actividad de modelización matemática en primaria con datos auténticos de la COVID-19. Enseñanza de las Ciencias, 40(2), 192-213. https://doi.org/10.5565/rev/ensciencias.3472 Trelles, C., Toalongo, X. y Alsina, Á. (2022b). La presencia de la modelización matemática en tareas de estadística y probabilidad de libros de texto ecuatorianos. Innova Research Journal, 7(2), 97-116. https://doi.org/10.33890/innova.v7.n2.2022.2076 Trelles-Zambrano, C. y Alsina, Á. (2017). Nuevos Conocimientos para una Educación Matemática del S. XXI: panorama internacional de la modelización en el currículo. Unión Revista Iberoamericana de Educación Matemática, 51, 140-163. Trelles-Zambrano, C., Toalongo-Guamba, X., Alsina, Á. y Gonzáles, N. (2019). La modelización matemática a través de las actividades generadoras de modelos: una propuesta para el aula de secundaria. Épsilon-Revista de Educación Matemática, 102, 43-59. Trigueros Gaisman, M. (2006). Ideas acerca del movimiento del péndulo. Revista Mexicana de Investigación Educativa, 11(31), 1207-1240. Turner, E., Chen, M., Roth McDuffie, A., Smith, J., Aguirre, J. y Foote, M. B. (2021). Validating a student assessment of mathematical modeling at elementary school level. School Science and Mathematics, 121(7), 408-421. https://doi.org/10.1111/ssm.12494 Vargas, V., Escalante, C. y Carmona, G. (2018). Competencias matemáticas a través de la implementación de actividades provocadoras de modelos. Educación Matemática, 30(1), 213-236. https://doi.org/10.24844/EM3001.08 Yin, R. K. (2018). Case study research and applications: design and methods. SAGE Publications, Inc. Zubi, I. A., Peled, I. y Yarden, M. (2018). Children with mathematical difficulties cope with modelling tasks: what develops? International Journal of Mathematical Education in Science and Technology, 50(4), 506-526. https://doi.org/10.1080/0020739X.2018.1527404; https://revistas.uva.es/index.php/edmain/article/view/8923

Dostupnosť: https://revistas.uva.es/index.php/edmain/article/view/8923
https://doi.org/10.24197/edmain.1.2024.58-92

Mathematical Modelling from a Semiotic-Cognitive Approach ; Modelización Matemática desde un Enfoque Semiótico-Cognitivo

Autori: Ledezma, Carlos

Zdroj: Journal of Research in Mathematics Education; Vol. 13 No. 3 (2024): October; 268-292 ; REDIMAT - Revista de investigación en didáctica de las matemáticas; Vol. 13 Núm. 3 (2024): Octubre; 268-292 ; 2014-3621

Predmety: ciclo de modelización, representaciones en modelización, terminología en modelización, modelling cycle, representations in modelling, terminology in modelling

Popis súboru: application/pdf; text/html

Relation: http://hipatiapress.com/hpjournals/index.php/redimat/article/view/15066/4816; http://hipatiapress.com/hpjournals/index.php/redimat/article/view/15066/4817; http://hipatiapress.com/hpjournals/index.php/redimat/article/view/15066

Dostupnosť: http://hipatiapress.com/hpjournals/index.php/redimat/article/view/15066

Creando los primeros modelos matemáticos: análisis de un ciclo de modelización a partir de un problema real en Educación Infantil

Autori: Alsina, Angel Salgado, María Toalongo Guamba, Ximena a ďalší

Zdroj: CADMO. :81-98

Predmety: Early childhood education, Mathematical modelling, 4. Education, Assessment in mathematics, 05 social sciences, Modelling cycle, 01 natural sciences, 7. Clean energy, 13. Climate action, 0103 physical sciences, 11. Sustainability, 14. Life underwater, Teaching practices, 0503 education

Popis súboru: application/pdf

Teaching mathematical modelling along with didactic resources

Autori: Kawazoe, Mitsuru Otaki, Koji Katalin, Pap a ďalší

Prispievatelia: Kawazoe, Mitsuru Otaki, Koji Katalin, Pap a ďalší

Predmety: questions and answers map, Mathematical modelling cycle, tertiary education, [SHS.EDU] Humanities and Social Sciences/Education, [MATH] Mathematics [math]

Popis súboru: application/pdf

Prístupová URL adresa: https://hal.science/hal-04415849v1

A new take on mathematical modelling through the analysis of two tasks, a case study in Patagonia, Argentina

Autori: Tejera, Mathias Carranza, Pablo Lavicza, Zsolt a ďalší

Prispievatelia: Tejera, Mathias Carranza, Pablo Lavicza, Zsolt a ďalší

Predmety: modelling cycle, Mathematical modelling, [SHS.EDU] Humanities and Social Sciences/Education, real-world problems, [MATH] Mathematics [math]

Prístupová URL adresa: https://hal.science/hal-04416520v1

Possible strategies to enhance students' learning and achievement in mathematical modelling teaching experiences

Autori: Caterina Bassi Domenico Brunetto Katrin, Lambacher

Prispievatelia: Caterina Bassi Domenico Brunetto Katrin, Lambacher

Predmety: Real-world problem, modelling cycle, [MATH] Mathematics [math], self-efficacy, real-world problem, enjoyment, self-efficacy, modelling cycle, enjoyment

Popis súboru: application/pdf

Prístupová URL adresa: https://hal.science/hal-03758990v1
https://hdl.handle.net/11311/1237554
https://hal.science/hal-03758990
https://hdl.handle.net/11311/1216056

Learning components highlighted in the stages of a mathematical modelling activity

Autori: Silva, Karina Alessandra Pessoa Trindade, Suzana Lovos

Zdroj: Quadrante; Vol. 32 No. 1 (2023); 50-76
Quadrante; Vol. 32 N.º 1 (2023); 50-76

Predmety: ciclo de modelagem, modelling cycle, componentes da aprendizagem, elementary school, ensino fundamental, modelagem matemática, mathematical modelling, mathematics education, educação matemática, learning components

Popis súboru: application/pdf

Prístupová URL adresa: https://quadrante.apm.pt/article/view/30019

Portée et influence des artefacts dans le développement du travail mathématique à l'aune de la modélisation

Autori: Flores González, Macarena Masselin, Blandine Reyes Avendaño, Claudia Gabriela a ďalší

Prispievatelia: Flores González, Macarena Masselin, Blandine Reyes Avendaño, Claudia Gabriela a ďalší

Zdroj: XXIe école d’été de didactique des mathématiques ; https://hal.science/hal-04252488 ; XXIe école d’été de didactique des mathématiques, Oct 2021, Sainte Marie de Ré, France

Predmety: Mathematical Working Space, modelling cycle, uniform circular motion, probability, mouvement circulaire uniforme, probabilité modelling, Mots-clefs : modélisation Espace de Travail Mathématique cycle de modélisation mouvement circulaire uniforme probabilité modelling Mathematical Working Space modelling cycle uniform circular motion probability, Mots-clefs : modélisation, Espace de Travail Mathématique, cycle de modélisation, [MATH]Mathematics [math], [PHYS]Physics [physics]

Geografické téma: Sainte Marie de Ré, France

Dostupnosť: https://hal.science/hal-04252488
https://hal.science/hal-04252488v1/document
https://hal.science/hal-04252488v1/file/Actes%20EE%20Vol%202%20Ateliers-55-72.pdf

Strategic support to students’ competency development in the mathematical modelling process: A qualitative study

Autori: Geoffrey Lautenbach Rina Durandt

Zdroj: Perspectives in Education, Vol 38, Iss 1 (2020)

Predmety: Mathematics applications, LC8-6691, 9. Industry and infrastructure, Mathematical modelling cycle, 4. Education, Mathematical modelling competencies, 05 social sciences, Strategic support, Education (General), Scaffolding, Special aspects of education, Activity sheet, L7-991, 0503 education

Prístupová URL adresa: https://journals.ufs.ac.za/index.php/pie/article/download/4412/3808
https://doaj.org/article/ee8553c4042f4e448c619ad550ae0241
https://doaj.org/article/9ed9eba88176423e9ffe9fd6b3145ce5
https://scholar.ufs.ac.za/handle/11660/11296

Mathematical modelling competence. Selected current research developments

Autori: Greefrath, Gilbert

Zdroj: Redined. Red de Información Educativa
instname
Redined, Red de Información Educativa
Ministerio de Educación, Cultura y Deporte (MECD)
Avances de Investigación en Educación Matemática, Iss 17 (2020)

Predmety: modelling cycle, Evaluación, Mathematical modelling, Recursos informáticos, Alemania, competence, 05 social sciences, Competencias, _Otro (investigación e innovación en Educación Matemática), Modelización, modelo matemático, Education, investigación, technology, QA1-939, nuevas tecnologías, tests, 0503 education, Mathematics

Popis súboru: application/pdf

Prístupová URL adresa: https://hdl.handle.net/11162/198305
https://aiem.es/article/view/3908/4347
https://doaj.org/article/a8642e15fec7422c9ee324dd2de61c70
https://dialnet.unirioja.es/servlet/articulo?codigo=7392519
https://aiem.es/article/view/3908
https://revistaestilosdeaprendizaje.com/aiem/article/view/3908
https://dialnet.unirioja.es/descarga/articulo/7392519.pdf
https://www.degren.eu/index.php/aiem/article/view/303
http://www.aiem.es/index.php/aiem/article/view/303
http://funes.uniandes.edu.co/23746/

Articulación entre Modelización y Espacios de Trabajo Matemático. Análisis de una Tarea bajo el ciclo de Blomhøj en Educación Superior ; Articulating the Blomhøj Modelling Cycle and the Mathematical Working Spaces. Analysis of a Task in Higher Education

Autori: Verdugo Hernández, Paula Huincahue, Jaime Cumsille, Patricio a ďalší

Zdroj: ACTA SCIENTIAE; v. 24, n. 7 (2022): Special Issue - Basic Sciences and Mathematics Teaching; 146-175 ; 2178-7727

Predmety: Didáctica, complementariedad ETM-modelización.Modelización, Espacios de Trabajo Matemático (ETM), ciclo de Blomhøj, Mathematical Working Spaces (MWS), Blomhøj modelling cycle, MWS-modelling complementarity, modelling tasks

Popis súboru: application/pdf

Relation: http://www.periodicos.ulbra.br/index.php/acta/article/view/7135/pdf; http://www.periodicos.ulbra.br/index.php/acta/article/view/7135/pdf_1; http://www.periodicos.ulbra.br/index.php/acta/article/downloadSuppFile/7135/1539; http://www.periodicos.ulbra.br/index.php/acta/article/downloadSuppFile/7135/1562; http://www.periodicos.ulbra.br/index.php/acta/article/downloadSuppFile/7135/1577; http://www.periodicos.ulbra.br/index.php/acta/article/view/7135

Dostupnosť: http://www.periodicos.ulbra.br/index.php/acta/article/view/7135
https://doi.org/10.17648/acta.scientiae.7135

Learning components highlighted in the stages of a mathematical modelling activity ; Componentes da aprendizagem evidenciados nas fases de uma atividade de modelagem matemática

Autori: Silva, Karina Alessandra Pessoa Trindade, Suzana Lovos

Zdroj: Quadrante; Vol. 32 No. 1 (2023); 50-76 ; Quadrante; Vol. 32 N.º 1 (2023); 50-76 ; 2183-2838

Predmety: educação matemática, modelagem matemática, ciclo de modelagem, componentes da aprendizagem, ensino fundamental, mathematics education, mathematical modelling, modelling cycle, learning components, elementary school

Popis súboru: application/pdf

Relation: https://quadrante.apm.pt/article/view/30019/22561; https://quadrante.apm.pt/article/view/30019

Dostupnosť: https://quadrante.apm.pt/article/view/30019

Possible strategies to enhance students' learning and achievement in mathematical modelling teaching experiences

Autori: Bassi Caterina Brunetto Domenico Bassi, Caterina a ďalší

Prispievatelia: Bassi Caterina Brunetto Domenico Bassi, Caterina a ďalší

Predmety: Real-world problem, enjoyment, self-efficacy, modelling cycle

Relation: ispartofbook:Twelfth Congress of the European Society for Research in Mathematics Education (CERME12); Twelfth Congress of the European Society for Research in Mathematics Education (CERME12); volume:TWG06; issue:02; firstpage:1; lastpage:8; numberofpages:8; https://hdl.handle.net/11311/1237554

Dostupnosť: https://hdl.handle.net/11311/1237554
https://hal.science/hal-03758990

Possible strategies to enhance students' learning and achievement in mathematical modelling teaching experiences

Autori: Bassi, Caterina Brunetto, Domenico Politecnico di Milano Milan (POLIMI)

Prispievatelia: Bassi, Caterina Brunetto, Domenico Politecnico di Milano Milan (POLIMI)

Zdroj: CERME12 ; Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) ; https://hal.science/hal-03758990 ; Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy ; www.cerme12.org

Predmety: Real-world problem, enjoyment, self-efficacy, modelling cycle, [MATH]Mathematics [math]

Geografické téma: Bozen-Bolzano, Italy

Relation: hal-03758990; https://hal.science/hal-03758990; https://hal.science/hal-03758990/document; https://hal.science/hal-03758990/file/TWG06_03_Bassi%20.pdf

Dostupnosť: https://hal.science/hal-03758990
https://hal.science/hal-03758990/document
https://hal.science/hal-03758990/file/TWG06_03_Bassi%20.pdf

Design principles for gaps in worked-out examples in mathematics for science students

Autori: Feil, Lidia Strauer, Dorothea Philipps Universität Marburg = Philipps University of Marburg

Prispievatelia: Feil, Lidia Strauer, Dorothea Philipps Universität Marburg = Philipps University of Marburg

Zdroj: CERME12 ; Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) ; https://hal.archives-ouvertes.fr/hal-03754863 ; Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy ; www.cerme12.org

Predmety: Worked-out examples, modelling cycle, undergraduate students, [MATH]Mathematics [math]

Geografické téma: Bozen-Bolzano, Italy

Relation: hal-03754863; https://hal.archives-ouvertes.fr/hal-03754863; https://hal.archives-ouvertes.fr/hal-03754863/document; https://hal.archives-ouvertes.fr/hal-03754863/file/TWG14_31_Feil.pdf

Dostupnosť: https://hal.archives-ouvertes.fr/hal-03754863
https://hal.archives-ouvertes.fr/hal-03754863/document
https://hal.archives-ouvertes.fr/hal-03754863/file/TWG14_31_Feil.pdf