Abstract
Many studies consider initial teacher training and professional development a crucial lever for a wider introduction of modelling and applications. Despite the efforts made in recent years, a deeper understanding of teachers’ practices in relation to modelling and applications is needed. In this chapter, after some reflections concerning the dimensions of the problem, we introduce a model to describe, at least partially, teachers’ practices based on the Anthropological Theory of Didactics. As our interest is modelling, we apply this model in order to analyse to what extent, and in which direction, training materials from a European-funded project promote changes in teachers’ practices involving modelling and applications.
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García, F.J., Ruiz-Higueras, L. (2011). Modifying Teachers’ Practices: The Case of a European Training Course on Modelling and Applications. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_55
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DOI: https://doi.org/10.1007/978-94-007-0910-2_55
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