What Is ‘Authentic’ in the Teaching and Learning of Mathematical Modelling?

International Perspectives on the Teaching and Learning of Mathematical Modelling

Volumn 1, Issue , 2011, Pages 713-722

  Vos, Pauline ^a  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

Crime Scene; Educational Purpose; Flight Simulator; Social Construct; Word Problem

Indexed keywords

EID: 85027059538     PISSN: 22114920     EISSN: 22114939     Source Type: Book Series    
DOI: 10.1007/978-94-007-0910-2_68     Document Type: Chapter

References (12)

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3. Blum, W. (2011). Can modelling be taught and learnt? Some answers from empirical research. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling (pp. 15–30). New York: Springer.
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8. Newmann, F. M., Secada, W. G., & Wehlage, G. G. (1995). A guide to authentic instruction and assessment: Vision, standards, and scoring. Madison: WCER.
9. OECD. (2001). Knowledge and skills for life. First results from the OECD Programme for International Student Assessment (PISA) 2000. Paris: OECD.
10. Palm, T. (2002). The realism of mathematical schools tasks – Features and consequences. Ph.D. thesis, Umeå University, Umeå, Sweden.
11. Palm, T. (2007). Features and impact of the authenticity of applied mathematical school tasks. In W. Blum et al. (Eds.), Applications and modelling in mathematics education (ICMI studies series no. 10, pp. 201–208). New York: Springer.
12. Vos, P., Devesse, T. G., & Rassul Pinto, A. A. (2007). Educational design research in Mozambique: Starting mathematics from authentic resources. African Journal for Research in Mathematics, Science and Technology Education, 11(2), 51–66.