Ibd810
发表于 2025-3-23 09:52:03
Modelling Competencies: Past Development and Further Perspectivesdelling competencies, namely a holistic versus an atomistic approach, it will be pointed out that possible future developments will be based on more sophisticated psychometrical methods for the measurement of modelling competencies leading to comprehensive descriptions of ‘modelling competency’.
补充
发表于 2025-3-23 17:07:04
How to Support Teachers to Give Feedback to Modelling Tasks Effectively? Results from a Teacher-Traialuate the trainings. Quantitative results point out that teachers having taken part in the trainings outperform teachers not having been trained in formative assessment if dealing with modelling tasks within the PCK-test.
left-ventricle
发表于 2025-3-23 19:47:49
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ODIUM
发表于 2025-3-23 23:42:52
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连词
发表于 2025-3-24 03:58:13
Mathematical Modelling Tasks and the Mathematical Thinking of Studentsconcluded that mathematical modelling can provide, and require the development of cognitive processes that promote interactions between “elementary” and “advanced” mathematical thinking through the cognitive processes of representation, abstraction and generalization.
Emg827
发表于 2025-3-24 09:11:56
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Chronic
发表于 2025-3-24 11:37:48
Mathematical Modelling as a Strategy for Building-Up Systems of Knowledge in Different Cultural Envicognition), how it is individually and socially organised (epistemology) and how it is expropriated by power structure, institutionalised and given back to the people who generated it through filters (politics) is discussed. These steps are treated in an integrated and holistic way.
Integrate
发表于 2025-3-24 17:17:37
The Meaning of the Problem in a Mathematical Modelling Activityevelopment of activities. To illustrate our understanding, we describe briefly, the case of a modelling activity developed by students in a mathematics degree course, presenting the generation of interpretants by one student and indications of meaning assignment for the problems revealed by him.
鸟笼
发表于 2025-3-24 21:01:07
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BULLY
发表于 2025-3-25 02:25:18
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