標(biāo)題: Titlebook: Exploring Mathematical Modeling with Young Learners; Jennifer M. Suh,Megan H. Wickstrom,Lyn D. English Book 2021 The Editor(s) (if applica [打印本頁] 作者: GUAFF 時(shí)間: 2025-3-21 16:22
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書目名稱Exploring Mathematical Modeling with Young Learners讀者反饋學(xué)科排名
作者: 有助于 時(shí)間: 2025-3-22 00:04
Synthesizing Research of Mathematical Modeling in Early Grades modeling in the early grades. To stimulate a conversation around newly established research on mathematical modeling, we examined research articles about mathematical modeling that were published in eight mathematics education journals from recent years (2000 to 2017). By identifying emerging featu作者: Charlatan 時(shí)間: 2025-3-22 04:28
Mathematical Modeling Thinking: A Construct for Developing Mathematical Modeling Proficiencytudies have documented that prospective teachers without significant modeling experience face obstacles when solving open-ended modeling tasks, in part because proficiency in mathematical modeling requires time and practice to develop. We propose that documented difficulties associated with open-end作者: SPURN 時(shí)間: 2025-3-22 04:55
Data Modelling and Informal Inferential Reasoning: Instances of Early Mathematical Modellingmodelling involves posing questions, identifying attributes of phenomena, measuring and structuring these attributes and then composing, revising, making inferences and communicating the outcomes. Many of these processes, particularly making inference and predictions, are fundamental to mathematical作者: 召集 時(shí)間: 2025-3-22 11:54 作者: 踉蹌 時(shí)間: 2025-3-22 15:52 作者: 踉蹌 時(shí)間: 2025-3-22 18:11 作者: DNR215 時(shí)間: 2025-3-22 23:56
Teaching and Facilitating Mathematical Modeling: Teaching, Teaching Practices, and Innovation, and Suh and colleagues each report on projects that engaged in-service elementary school teachers in crafting and implementing early experiences in mathematical modeling in the United States. The contributions of the chapters inform understanding of teaching of mathematical modeling (MM), especial作者: 前兆 時(shí)間: 2025-3-23 01:28
Mathematical Modeling: Analyzing Elementary Students’ Perceptions of What It Means to Know and Do Ma modeling is often structured differently than traditional mathematics, where, historically, speed and accuracy are prioritized above other skills. While modeling, students engage in practices that may enrich how they know and do mathematics and their beliefs about themselves as mathematical learner作者: Brittle 時(shí)間: 2025-3-23 07:42
Upcycling Plastic Bags to Make Jump Ropes: Elementary Students Leverage Experiences and Knowledge as):7–26, 2019). In the . (M2C3) project, we investigate culturally responsive, community-based approaches that support mathematical modeling with elementary students, particularly those historically marginalized in STEM. This study focused on how students drew upon their knowledge and experiences as 作者: interpose 時(shí)間: 2025-3-23 10:24
The Genesis of Modeling in Kindergartenrated that children’s early numeracy competence has been found to be highly predictive of their future mathematical success in school (e.g., Mazzocco & Thompson, 2005; Romano, Babchishin, & Pagani, 2010). For example, kindergarteners’ counting skills, their knowledge of symbolic representations of n作者: foreign 時(shí)間: 2025-3-23 16:42 作者: FLAGR 時(shí)間: 2025-3-23 20:16 作者: 徹底檢查 時(shí)間: 2025-3-24 01:04 作者: allergen 時(shí)間: 2025-3-24 06:23
Mathematical Modeling with Young Learners: A Commentarygaged in, what counted as good modeling activities for elementary-aged students, what students did inside the situations they were modeling, how teachers responded, and finally what teacher educators might need to consider as they support teachers to take up mathematical?modeling.作者: membrane 時(shí)間: 2025-3-24 08:04 作者: Instrumental 時(shí)間: 2025-3-24 11:34
Childhood and Youth. Road to Science,hey work through making assumptions, building a solution or a model, and revising their model as they relate back to their problems. We also analyzed the context in which the problem formulation occurred: community-based, school-based, or curriculum-based contexts and how it impacted authentic learning.作者: moratorium 時(shí)間: 2025-3-24 17:30 作者: 運(yùn)氣 時(shí)間: 2025-3-24 20:27 作者: chondromalacia 時(shí)間: 2025-3-25 00:42
https://doi.org/10.1007/978-3-476-03714-5irino, Sharp, & Barnes, 2014); other studies have shown that early numeracy skills predict achievement in the third grade (Jordan, Glutting, & Ramineni, 2010; Jordan, Kaplan, Ramineni, & Locuniak, 2009) and beyond (Duncan et al., 2007; Geary, Hoard, Nugent, & Bailey, 2013; Watts, Duncan, Siegler, & Davis-Kean, 2014).作者: Tartar 時(shí)間: 2025-3-25 05:01
Elementary Teachers’ Enactment of the Core Practices in Problem Formulation through Situational Conthey work through making assumptions, building a solution or a model, and revising their model as they relate back to their problems. We also analyzed the context in which the problem formulation occurred: community-based, school-based, or curriculum-based contexts and how it impacted authentic learning.作者: 勉強(qiáng) 時(shí)間: 2025-3-25 09:54 作者: Instinctive 時(shí)間: 2025-3-25 13:39 作者: 憤慨點(diǎn)吧 時(shí)間: 2025-3-25 19:14
The Genesis of Modeling in Kindergartenirino, Sharp, & Barnes, 2014); other studies have shown that early numeracy skills predict achievement in the third grade (Jordan, Glutting, & Ramineni, 2010; Jordan, Kaplan, Ramineni, & Locuniak, 2009) and beyond (Duncan et al., 2007; Geary, Hoard, Nugent, & Bailey, 2013; Watts, Duncan, Siegler, & Davis-Kean, 2014).作者: 阻擋 時(shí)間: 2025-3-25 21:47 作者: 過度 時(shí)間: 2025-3-26 04:01 作者: 讓步 時(shí)間: 2025-3-26 07:40 作者: 灰姑娘 時(shí)間: 2025-3-26 09:15
Mathematical and Interdisciplinary Modeling in Optimizing Young Children’s Learningltural and community issues are also explored. To illustrate how elementary students can work effectively with these problems, an MEA and a follow-up STEM-based modeling problem implemented in fourth-grade classrooms (9-year-olds) are presented.作者: Hdl348 時(shí)間: 2025-3-26 15:19 作者: watertight, 時(shí)間: 2025-3-26 19:27
Mathematical Modeling Thinking: A Construct for Developing Mathematical Modeling Proficiencytual success in algebra. We describe . and discuss activities that promote it, providing guidance to teachers and teacher educators to develop such thinking, which we consider necessary for success in mathematical modeling. We highlight work with elementary prospective and practicing teachers that s作者: 高興去去 時(shí)間: 2025-3-26 21:13
Data Modelling and Informal Inferential Reasoning: Instances of Early Mathematical Modellingte about early understandings of statistical inference. The findings suggest that making inferences can be challenging for younger students primarily due to the powerful influence of their developing understandings of number. However, there is evidence that children possess some of the building bloc作者: 祖?zhèn)?nbsp; 時(shí)間: 2025-3-27 04:39 作者: CORD 時(shí)間: 2025-3-27 08:40 作者: 一小塊 時(shí)間: 2025-3-27 12:01
Upcycling Plastic Bags to Make Jump Ropes: Elementary Students Leverage Experiences and Knowledge as case analyses. Across the four lessons, we found that students’ experiences and knowledge related to jump rope activities supported their engagement in each phase of the modeling process. Specifically, students leveraged experiences to identify important quantities and relationships, to make assump作者: decode 時(shí)間: 2025-3-27 17:13
Convergent Nature of Modeling Principles Across the STEM Fields: A Case Study of Preservice Teacher teachers could both prepare and enact integrated STEM approaches and recognized the creative freedom and motivation it brought both to the children they taught and themselves. Ultimately, the authors propose a model for the convergence of STEM practices and articulate the value for STEM modeling in 作者: 拋射物 時(shí)間: 2025-3-27 18:41 作者: foliage 時(shí)間: 2025-3-28 00:41
Exploring Mathematical Modeling with Young Learners作者: moratorium 時(shí)間: 2025-3-28 05:26 作者: 血友病 時(shí)間: 2025-3-28 10:06 作者: fiscal 時(shí)間: 2025-3-28 13:07
Dominic Furniss,Ann Blandford,Paul Curzonte about early understandings of statistical inference. The findings suggest that making inferences can be challenging for younger students primarily due to the powerful influence of their developing understandings of number. However, there is evidence that children possess some of the building bloc作者: arthroscopy 時(shí)間: 2025-3-28 18:03 作者: 有發(fā)明天才 時(shí)間: 2025-3-28 21:24
https://doi.org/10.1007/978-3-476-04753-3ompared themselves to peers or considered how quickly and accurately they could solve problems to determine success in mathematics. In contrast, mathematical modeling pressed on students’ notions of what it meant to know and do mathematics and their mathematical identities. We identified and discuss作者: TRUST 時(shí)間: 2025-3-28 23:18
,Quantenmechanik und Daseinsrelativit?t, case analyses. Across the four lessons, we found that students’ experiences and knowledge related to jump rope activities supported their engagement in each phase of the modeling process. Specifically, students leveraged experiences to identify important quantities and relationships, to make assump作者: 流利圓滑 時(shí)間: 2025-3-29 05:39 作者: 小卒 時(shí)間: 2025-3-29 08:30
Cloud Data Management Capabilities (CDMC),The chapters in this section represent noteworthy steps in a research agenda with implications far beyond traditional conceptions of models and modeling, addressing key questions such as: . Our goal here is to briefly describe how these chapters are situated within this larger context.作者: 裙帶關(guān)系 時(shí)間: 2025-3-29 12:33
?sthetik als nachfolgende WissenschaftAuthentic mathematical modeling in the kindergarten classroom becomes feasible by recognizing and building on children’s ideas, which they construct, discuss, and represent in developmentally appropriate forms. This chapter present a case of mathematical modeling teaching and learning in a kindergarten classroom.作者: 蛙鳴聲 時(shí)間: 2025-3-29 15:58
Development in Mathematical ModelingThe chapters in this section represent noteworthy steps in a research agenda with implications far beyond traditional conceptions of models and modeling, addressing key questions such as: . Our goal here is to briefly describe how these chapters are situated within this larger context.作者: 最有利 時(shí)間: 2025-3-29 20:28 作者: 削減 時(shí)間: 2025-3-30 02:03 作者: Needlework 時(shí)間: 2025-3-30 04:22 作者: flutter 時(shí)間: 2025-3-30 10:51
978-3-030-63902-0The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 厭煩 時(shí)間: 2025-3-30 13:47 作者: modifier 時(shí)間: 2025-3-30 18:00
https://doi.org/10.1007/978-3-030-63900-6Mathematical modeling practices; STEM education; Reform mathematics; Elementary education; Teaching prac作者: 仔細(xì)閱讀 時(shí)間: 2025-3-30 23:45
Motherhood as a Moral Position,ten remains untapped. Interdisciplinary modeling, as used in this chapter, encompasses the STEM disciplines as well as aspects of the humanities. Different forms of modeling for grades K-6 are reviewed including model-eliciting activities and STEM-based modeling. Modeling contexts with a focus on cu作者: GEST 時(shí)間: 2025-3-31 03:41 作者: 陳腐的人 時(shí)間: 2025-3-31 05:32
https://doi.org/10.1007/978-94-007-6674-7tudies have documented that prospective teachers without significant modeling experience face obstacles when solving open-ended modeling tasks, in part because proficiency in mathematical modeling requires time and practice to develop. We propose that documented difficulties associated with open-end作者: glomeruli 時(shí)間: 2025-3-31 09:36
