A global survey of international perspectives on modelling in mathematics education

By Gabriele Kaiser, Bharath Sriraman. 2006

541 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7de2228181c12a7914038c07f3a3730f65112f9d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving (2008, background): “In solving modeling problems, students developmentally move from modeling situations in an informal way (model of the situation) to mathematize their informal modeling activity (model for reasoning) (Kaiser & Sriraman, 2006).”
Five different perspectives on mathematical modeling in mathematics education (2020, methodology): “However, modeling activities in this perspective often begin in the real world but end in mathematics (Kaiser & Sriraman, 2006).”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, background): “Prior research identified various perspectives on modelling, which differ in the aims they pursue with modelling and which can be related to different cultural backgrounds (Kaiser & Sriraman, 2006).”
Mathematical Modeling: A Bridge to STEM Education (2016, background): “At first glance, the 47 Int J Educ Math Sci Technol appearance of different perspectives of mathematical modeling can be found in the literature (Erbas et al., 2014; Kaiser & Sriraman, 2006).”
ON THE USE OF REALISTIC FERMI PROBLEMS FOR INTRODUCING MATHEMATICAL MODELLING IN SCHOOL (2009, unknown): “According to Kaiser and Sriraman (2006), different perspectives on, and approaches to, mathematical modelling can be classification as realistic or applied modelling; contextual modelling; educational modelling (with either a didactical or conceptual focus); socio-critical modelling;…”
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering (2021, background): “…however, there is no similar effect for South American papers following the ICTMA16 conference held in Blumenau (Brazil), probably reflecting other theoretical perspectives such as socio-cultural approaches, in which modelling competencies play a less pronounced role (Kaiser & Sriraman, 2006).”
Mathematical modelling in classroom: a socio-critical and discursive perspective (2006, background): “Some studies focus on their actions and internal plans, using notions such as competencies (Maaβ, 2006), modelling routes (Borromeo Ferri, 2006), blockages ( Galbraith & Stillman, 2006 ), styles and ideal types (Busse, 2005; Maull & Berry, 2001; Maaβ, 2006), reasoning (English, 2003), metaphor (Carr”
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “In planning the lesson regarding Video 3, the didactical opportunity was to stress the modeling character of mathematics (cf. Kaiser and Sriraman 2006; Blum 2011) by explicitly contrasting and discussing different models of the mathematical idea of “average” or “mean value”.”