Modelling in Tertiary Education – Overview

Conference paper
Part of the International Perspectives on the Teaching and Learning of Mathematical Modelling book series (IPTL, volume 1)

Abstract

Modelling in tertiary education has had a strong tradition within ICTMA conferences and their Proceedings from the beginning. Many ideas developed there have been adapted for teaching at both undergraduate and school levels or have otherwise influenced ways in which the teaching and learning of modelling has been carried out. Examples include group project work (Slater 1986), innovative modelling courses (e.g., Jing et al. 2003), modelling competitions (e.g., Shouting et al. 2003), and the effect of application-based mathematical instruction on achievement and understanding (e.g., Aroshas et al. 2007). Discussions on modelling competencies and their measurement (e.g., Izard et al. 2003) have influenced associated scientific research significantly. The six chapters in this section, representing contributions from seven national contexts continue this tradition, some building upon previous work, while others introduce new emphases. The major common theme among the chapters is a direct focus on modelling issues in undergraduate education, although some make reference to other levels as well.

Keywords

Severe Acute Respiratory Syndrome Mathematical Knowledge Modelling Competition National Context Severe Acute Respiratory Syndrome 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Aroshas, S., Verner, I., & Berman, A. (2007). Integration of applications in the technion calculus course. In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical modelling in education, engineering and economics: ICTMA12 (pp. 433–442). Chichester: Horwood.Google Scholar
  2. Izard, J., Haines, C., Crouch, R., Houston, K., & Neill, N. (2003). Assessing the impact of teaching mathematical modelling. Some implication. In S. J. Lamon, W. A. Parker, & S. K. Houston (Eds.), Mathematical modelling: A way of life. ICTMA11 (pp. 165–177). Chichester: Horwood.Google Scholar
  3. Jing, Z., Jihong, J., Qi, D., & Shilu, F. (2003). The knowledge and implementation for the course of mathematical experiment. In Q.-X. Ye, W. Blum, S. K. Houston, & Q.-Y. Jiang (Eds.), Mathematical modelling in education and culture: ICTMA10 (pp. 225–232). Chichester: Horwood.Google Scholar
  4. Shouting, S., Tong, Z., & Wei, S. (2003). Mathematics contest in modelling: Problems from practice. In Q.-X. Ye, W. Blum, S. K. Houston, & Q.-Y. Jiang (Eds.), Mathematical modelling in education and culture: ICTMA10 (pp. 93–98). Chichester: Horwood.Google Scholar
  5. Slater, G. L. (1986). Group projects in mathematical modelling. In J. S. Berry, D. N. Burghes, I. D. Huntley, D. J. G. James, & A. O. Moscardini (Eds.), Mathematical modelling methodology, models and micros (pp. 90–97). Chichester: Horwood.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.School of EducationUniversity of QueenslandBrisbaneAustralia

Personalised recommendations