Titlebook: Exploring Mathematical Modeling with Young Learners; Jennifer M. Suh,Megan H. Wickstrom,Lyn D. English Book 2021 The Editor(s) (if applica

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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

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,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

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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.

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?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.

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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.

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