Titlebook: Lines of Inquiry in Mathematical Modelling Research in Education; Gloria Ann Stillman,Jill P. Brown Book‘‘‘‘‘‘‘‘ 2019 The Editor(s) (if ap

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Jill P. Brown,Toshikazu Ikedaes working computer code in the statistical software R.Inclu.This introductory statistics textbook conveys the essential concepts and tools needed to develop and nurture statistical thinking. It presents descriptive, inductive and explorative statistical methods and guides the reader through the pro

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es working computer code in the statistical software R.Inclu.This introductory statistics textbook conveys the essential concepts and tools needed to develop and nurture statistical thinking. It presents descriptive, inductive and explorative statistical methods and guides the reader through the pro

带来

Book‘‘‘‘‘‘‘‘ 2019ning of Mathematics .at the 13th International Congress on Mathematical Education (ICME 13), held in Hamburg, Germany on July 24–31, 2016. It contributes to the theory, research and teaching practice concerning this key topic by taking into account the importance of relations between mathematics and

Highbrow

Towards Integration of Modelling in Secondary Mathematics Teaching,. In particular, the potential and challenges of using theories on the learning of mathematics to support the integration of modelling as a didactical approach will be illustrated and discussed in relation to two examples of mathematical modelling of dynamical phenomena at secondary level.

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高尔夫

Heuristic Strategies as a Toolbox in Complex Modelling Problems,solving could be identified in the modelling process and are an appropriate concept to formulate strategic interventions. This is shown here by examples based on the analysis of observed student solutions and a standard solution.

舔食

Real-World Task , Meanings and Roles,ples, one from each journal, two in 2014 and two in 2017 where all papers using the term .-., comprised the purposive sample used for the in-depth investigation. Whilst, often not defined by the authors, in most papers the context was .-. and, in the majority, this played an ., rather than ., role.