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Researching Mathematical Modelling Education in Disruptive Times

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  • © 2024

Overview

  • Includes case studies describing implementation of mathematical modeling in practice
  • Points out directions of further innovations in mathematical modeling education
  • Contains high-level research of mathematical modeling in mathematics classrooms

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About this book

This edited volume documents research on mathematical modelling education, before, during, and after the Covid 19 pandemic. Mathematical modelling is essential for understanding natural and human generated phenomena, and informs decision-making about events such as the pandemic, climate change, and other disruptive events. Communication to the public, often by the media, makes use of mathematical modelling to justify changes to public policy, as seen during the COVID-19 crisis. Consequently, mathematical modelling has assumed an increasingly prominent role in curricula internationally, providing opportunities to understand how it is used in current circumstances and to plan for the needs of future societies. This book focuses on research on mathematical modelling education and its implementation at school and tertiary level. Contributions to the book and point to directions for further innovation in mathematical modelling education.

Authors of this volume are members of the International Community of Teachers of Mathematical Modelling, the peak research body for the teaching and learning of mathematical modelling.


Keywords

Table of contents (55 chapters)

  1. Introduction

  2. Theoretical Approaches to Mathematical Modelling

  3. Teaching Mathematical Modelling

Editors and Affiliations

  • Institut für Mathematik, Universität Würzburg, Würzburg, Germany

    Hans-Stefan Siller

  • Inst Learning Sciences and Teacher Educ., Australian Catholic University, Brisbane CBD, Australia

    Vince Geiger

  • Didaktik der Mathematik, Universität Hamburg, Hamburg, Germany

    Gabriele Kaiser

About the editors

Prof. Hans-Stefan Siller is a Full Professor for didactics of mathematics at the Universität Würzburg, Germany. He researches topics within the field of mathematical modelling, especially in interdisciplinary teaching and learning settings. His work within mathematical modelling education includes topics related to sustainable development, as well as STEM teaching and learning.  He adopts both quantitative and qualitative research methods when investigating effective practices in mathematical modelling within school settings.

Prof. Vince Geiger is a Full Professor and Director of the STEM in Education Research Program in the Institute of Learning Science and Teacher Education at Australian Catholic University, Australia. His work is focused on the enabling role of mathematics within the STEM disciplines — driven by an awareness that knowing and using mathematics confidently is key for career prospects and the empowerment of an informed citizenry. He is Editor-in-Chief of Mathematics Education Research Journal. Prof. Geiger is current President of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA). 

Prof. Gabriele Kaiser is Full Professor of mathematics education at the Faculty of Education, University of Hamburg, Germany. Her research includes mathematical modelling education, teacher education and teacher professional development. Prof. Kaiser is Editor-in-Chief of ZDM – Mathematics Education. She was convenor of the 13th International Congress on Mathematics Education (ICME-13) in 2016 at the University of Hamburg.  Prof Kaiser is Past-President of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA).


Bibliographic Information

  • Book Title: Researching Mathematical Modelling Education in Disruptive Times

  • Editors: Hans-Stefan Siller, Vince Geiger, Gabriele Kaiser

  • Series Title: International Perspectives on the Teaching and Learning of Mathematical Modelling

  • DOI: https://doi.org/10.1007/978-3-031-53322-8

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

  • Hardcover ISBN: 978-3-031-53321-1Published: 04 June 2024

  • Softcover ISBN: 978-3-031-53324-2Due: 05 July 2024

  • eBook ISBN: 978-3-031-53322-8Published: 03 June 2024

  • Series ISSN: 2211-4920

  • Series E-ISSN: 2211-4939

  • Edition Number: 1

  • Number of Pages: XII, 675

  • Number of Illustrations: 60 b/w illustrations, 68 illustrations in colour

  • Topics: Mathematics Education, Teaching and Teacher Education, Education, general

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