Abstract
By analyzing the characteristics of mathematical modelling courses in Chinese universities, we present a viewpoint on how to teach this course, including what the instructor should teach and what would be expected to be learnt by students. It is worth emphasising that “teaching motivated by mathematical modelling thought” should be the main goal of mathematical modelling courses. The mathematical methods and modelling cases are the carriers of thought transmission and should serve the goal so that the student can better comprehend the mathematical thought.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ban, C. (2001). Theory and experimental study of mathematical modelling to raise creative thinking of high-school students. Master’s degree thesis, Tianjin Normal University (In Chinese).
Bao, L., et al. (2009). Learning and scientific reasoning: Comparisons of Chinese and U.S. students show that content knowledge and reasoning skills diverge. Science, 323(5914), 586–587.
Blomhøj, M., & Kjeldsen, T. (2011). Students’ reflections in mathematical modelling projects. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in teaching and learning mathematical modelling (pp. 385–395). New York: Springer.
Blomhøj, M., & Kjeldsen, T. (2013). Students’ mathematical learning in modelling activities. In G. A. Stillman, G. Kaiser, W. Blum, & J. P. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 141–152). Dordrecht: Springer.
Borromeo Ferri, R. (2011). Effective mathematical modelling without blockages – A commentary. In G. Kaiser, R. W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in the teaching and learning of mathematical modelling (pp. 181–185). New York: Springer.
Braess, D. (1969). Uber ein paradoxon der verkehrsplanung. Unternehmensforschung, 12, 258–268.
Braess, D., Nagurney, A., & Wakolbinger, T. (2005). On a paradox of traffic planning. Transportation Science, 39(4), 446–450.
Braess’s Paradox Roads Example. (2008). Braess’s paradox. Retrieved October 11, 2013, from Wikipedia: http://en.wikipedia.org/wiki/Braess%27s_paradox
BrainyQuote.com. (2014, October 15). Stefan Banach. http://www.brainyquote.com/quotes/quotes/s/stefanbana311401.html
Brown, J. P. (2015). Visualization tactics for solving real world tasks for solving real world tasks. In G. A. Stillman, W. Blum, & M. S. Biembengut (Eds.), Mathematical modelling in education research and practice: Cultural, social and cognitive influences (pp. 431–442). Cham: Springer.
Clements, R. R. (1984). The use of the simulation and case study techniques in the teaching of mathematical modeling. In J. S. Berry, D. N. Burghes, I. D. Huntley, D. J. G. James, & A. O. Moscardini (Eds.), Teaching and applying mathematical modeling (pp. 316–324). Chichester: Ellis Horwood.
Dan, Q., & Xie, J. (2011). Mathematical modelling skills and creative thinking levels: An experimental study. In G. Kaiser, R. W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in the teaching and learning of mathematical modelling (pp. 457–466). New York: Springer.
De Bock, D., Van Dooren, W., Janssens, D., & Verschaffel, L. (2007). The illusion of linearity: From analysis to improvement. New York: Springer.
Engel, J., & Kuntze, S. (2011). From data to functions: Connecting modelling competencies and statistical literacy. In G. Kaiser, R. W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in the teaching and learning of mathematical modelling (pp. 397–406). New York: Springer.
Greefrath, G., Siller, H.-S., & Weitendorf, J. (2011). Modelling considering the influence of technology. In G. Kaiser, R. W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in the teaching and learning of mathematical modelling (pp. 315–329). New York: Springer.
Kutz, J. N. (2013). Data-driven modeling & scientific computation: Methods for complex systems & big data. Oxford: Oxford University Press.
Li, T. (2013). Mathematical modeling education is the most important educational interface between mathematics and industry. In A. Damlamian, J. F. Rodrigues, & R. Sträßer (Eds.), Educational interfaces between mathematics and industry (pp. 51–58). Cham: Springer.
Lucas, W. F. (1983). Modules in applied mathematics: Differential equation models. New York: Springer.
Mind Your Decisions. (2009, June 1). Why the secret to speedier highways might be closing some roads: The Braess paradox. http://mindyourdecisions.com/blog/2009/01/06/why-the-secret-to-speedier-highways-might-be-closing-some-roads-the-braess-paradox/
Nash, J. (1951). Non-cooperative games. Annals of Mathematics, 54(2), 286–295.
Roja, B., Sitaram, A., & Bernardo, H. (2012). The pulse of news in social media: Forecasting popularity. Proceedings of the sixth international AAAI conference on weblogs and social media, Dublin, pp. 26–33.
Sciencenet. (2013, February 28). College students should build up the self-criticism ability on intuition. http://blog.sciencenet.cn/blog-3377-665760.html
Spandaw, J. (2011). Practical knowledge of research mathematicians, scientists, and engineers about the teaching of modeling. In G. Kaiser, R. W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in the teaching and learning of mathematical modelling (pp. 679–688). New York: Springer.
Stillman, G. (2011). Applying metacognitive knowledge and strategies in applications and modeling tasks at secondary school. In G. Kaiser, R. W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in the teaching and learning of mathematical modelling (pp. 165–180). New York: Springer.
Van Dooren, W., De Bock, D., & Verschaffel, L. (2013). How students connect descriptions of real-world situations to mathematical models in different representational modes. In G. A. Stillman, G. Kaiser, W. Blum, & J. P. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 385–394). Dordrecht: Springer.
Xie, J. (2010). Mathematical modeling courses and related activities in China universities. In A. Araújo, A. Fernamdes, A. Azevedo, & J. -F. Rodrigues (Eds.), Proceedings of EIMI 2010 conference (educational interfaces between mathematics and industry) (pp. 597–606). Bedford: COMAP.
Ye, Q.-X., Blum, W., Houston, S. K., & Jiang, Q.-Y. (2003). Mathematical modeling in education and culture. Chichester: Horwood.
Acknowledgment
This work is supported by the Course Construction Program, and the Innovation Practice and Internship Base for Mathematical Modelling, of NUDT in China.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Wu, M., Wang, D., Duan, X. (2015). The Teaching Goal and Oriented Learning of Mathematical Modelling Courses. In: Stillman, G., Blum, W., Salett Biembengut, M. (eds) Mathematical Modelling in Education Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-18272-8_9
Download citation
DOI: https://doi.org/10.1007/978-3-319-18272-8_9
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-18271-1
Online ISBN: 978-3-319-18272-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)