Skip to main content
SpringerLink
Log in
Book cover

Modelling and Applications in Mathematics Education pp 219–224Cite as

Modelling Competencies — Overview

  • Chapter

Part of the book series: New ICMI Study Series ((NISS,volume 10))

Abstract

Descriptions of levels of modelling activity ranging from basic technical skills to philosophical, and even ethical, considerations have been developed. These analytical efforts serve to provide guidelines for the teaching/learning and assessment of modelling.

We would like to thank the members of the Working Group on Modelling Competencies for their contributions: Werner Blum, Cinzia Bonotto, Rita Borromeo Ferri, Rosalind Crouch, Dirk De Bock, Helen Doerr, Solomon Garfunkel, Ken Houston, Toshikazu Ikeda, Mike Keune, Jerry Legé, Vimolan Mudaly, Swapna Mukhopadhyay, Jacob Perrenet, Mihaela Singer, Gloria Stillman, Zal Usiskin. Particular thanks are due to Swapna Mukhopadhyay for acting as recorder.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   89.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • De Lange, J. (1996). Using and applying mathematics in education. In A.J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education, Vol. 1 (pp. 49–97). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Greer, B., & McCartney, R. (1989). The Further Maths project: A response to Cockcroft at the sixth-form level. In B. Greer, & G. Mulhern (Eds.), New directions in mathematics education (pp. 131–148). London: Routledge.

    Google Scholar 

  • Hatano, G. (2003). Foreword. In A.J. Baroody, & A. Dowker (Eds.), The development of arithmetic concepts and skills (pp. xi–xii). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Jablonka, E. (2003). Mathematical literacy. In A.J. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick, & F.K.S. Leung (Eds.), Second international handbook of mathematics education (pp. 77–104). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Keitel, C. (1993). Implicit mathematical models in social practice and explicit mathematics teaching by applications. In J. de Lange, C. Keitel, I. Huntley, & M. Niss (Eds.), Innovation in mathematics education by modelling and applications (pp. 19–31). Chichester, England: Ellis Horwood.

    Google Scholar 

  • Lesh, R., & Doerr, H.M. (2003). Beyond constructivism. Models and modelling perspectives on mathematics problem solving, learning, and teaching. Mahwah, NJ Lawrence: Erlbaum Associates.

    Google Scholar 

  • Mukhopadhyay, S., & Greer, B. (2001). Modeling with purpose: Mathematics as a critical tool. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Socio-cultural research on mathematics education (pp. 295–311). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Skovsmose, O. (2000). Aporism and critical mathematics education. For the Learning of Mathematics, 20(1), 2–8.

    Google Scholar 

  • Swan, M., Binns, B., Gillespie, J., & Burkhardt, H. (1987–9/2000). Numeracy through problem solving: Five modules for curriculum and assessment in quantitative literacy. Nottingham, London: Longman, and Shell Centre Publications (www.mathshell.com).

    Google Scholar 

  • Verschaffel, L. (2002). Taking the modelling perspective seriously at the elementary school level: Promises and pitfalls (Plenary Lecture). In A.D. Cockburn, & E. Nardi (Eds.), Proceedings of the 26th Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 64–80). Norwich, England: University of East Anglia.

    Google Scholar 

  • Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H., & Ratinckx, E. (1999). Design and evaluation of a learning environment for mathematical modelling and problem solving in upper elementary school children. Mathematical Thinking and Learning, 1, 195–229.

    Article  Google Scholar 

  • Verschaffel, L., Greer, B., & De Corte, E. (2000). Making sense of word problems. Lisse, The Netherlands: Swets and Zeitlinger.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Graduate School of Education, Portland State University, Portland

    Brian Greer

  2. University of Leuven, Belgium

    Lieven Verschaffel

Authors
  1. Brian Greer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lieven Verschaffel
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Kassel, Germany

    Werner Blum

  2. The University of Queensland, Australia

    Peter L. Galbraith

  3. University of Dortmund, Germany

    Hans-Wolfgang Henn

  4. Roskilde University, Denmark

    Mogens Niss

Rights and permissions

Reprints and permissions

Copyright information

© 2007 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Greer, B., Verschaffel, L. (2007). Modelling Competencies — Overview. In: Blum, W., Galbraith, P.L., Henn, HW., Niss, M. (eds) Modelling and Applications in Mathematics Education. New ICMI Study Series, vol 10. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-29822-1_22

Download citation

Publish with us

Policies and ethics

Search

Navigation