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Modeling in Class and the Development of Beliefs about the Usefulness of Mathematics

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Modeling Students' Mathematical Modeling Competencies

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Abstract

Modeling and applications are regarded as important components of mathematics education within the didactical discussion. Little however is known about the impacts of integrating modeling and application into day-to-day teaching practice. A qualitative study has been carried out which investigated the effects on students during a 15 months intervention. This paper deals with the effects on student’s beliefs.

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Authors and Affiliations

  1. University of Education Freiburg, Freiburg, Germany

    Katja Maass

Authors
  1. Katja Maass
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Correspondence to Katja Maass .

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Editors and Affiliations

  1. School of Education, Indiana University, N. Rose Ave. 201, Bloomington, 47405-1006, Indiana, USA

    Richard Lesh

  2. Graduate School of Education, University of Queensland, Brisbane, 4074, Queensland, Australia

    Peter L. Galbraith

  3. Dept. Continuing Education, City University, Northampton Square, London, EC1V 0HB, United Kingdom

    Christopher R. Haines

  4. School of Education, University of Utah, Campus Center Drive 1705, Salt Lake City, 84112, Utah, USA

    Andrew Hurford

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Maass, K. (2013). Modeling in Class and the Development of Beliefs about the Usefulness of Mathematics. In: Lesh, R., Galbraith, P., Haines, C., Hurford, A. (eds) Modeling Students' Mathematical Modeling Competencies. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6271-8_35

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