 |
|
|
Item Details
| Title:
|
MATHEMATICAL MODELLING IN EDUCATION RESEARCH AND PRACTICE
CULTURAL, SOCIAL AND COGNITIVE INFLUENCES |
| Volume: |
2015 |
| By: |
Gloria Stillman, Gloria Stillman (Editor), Werner Blum (Editor) |
| Format: |
Hardback |
| List price:
|
£109.99 |
|
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
|
| ISBN 10: |
3319182714 |
| ISBN 13: |
9783319182711 |
| Publisher: |
SPRINGER INTERNATIONAL PUBLISHING AG |
| Pub. date: |
23 July, 2015 |
| Edition: |
2015 ed. |
| Series: |
International Perspectives on the Teaching and Learning of Mathematical |
| Pages: |
613 |
| Synopsis: |
In this volume cultural, social and cognitive influences on the research and teaching of mathematical modelling are explored from a variety of theoretical and practical perspectives. The authors of the current volume are all members of the International Community of Teachers of Mathematical Modelling and Applications, the peak research body in this field. A distinctive feature of this volume is the high number of authors from South American countries. These authors bring quite a different perspective to modelling than has been showcased in previous books in this series, in particular from a cultural point of view. As well as recent international research, there is a strong emphasis on pedagogical issues including those associated with technology and assessment, in the teaching and learning of modelling. Applications at various levels of education are exemplified. The contributions reflect common issues shared globally and represent emergent or on-going challenges. |
| Illustrations: |
148 black & white illustrations, biography |
| Publication: |
Switzerland |
| Imprint: |
Springer International Publishing AG |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|