Mathematical Modelling for Teachers

Jürgen Maaß (Juergen Maasz in English) is a Professor for Mathematics Education at the Kepler University in Linz (Austria). He started thinking about improving teaching mathematics by using real world problems about 40 years ago when he joined the group “MUED” a year before it was founded officially by Heinz Böer. He is a prominent member, author, and editor of several books of the “ISTRON” group.Other areas of his research and published books and papers are mathematics and society (mathematics as technology, mathematics as a social system, industrial mathematics, adults and mathematics), mathematics and philosophy (ethics, theory of recognition). He was previously the chair of ALM (Adults Learning Mathematics) and of the Austrian Mathematics Educators.Niamh O’Meara is a Lecturer in Mathematics Education in EPISTEM, the national centre for STEM Education, at the University of Limerick. She has worked as a lecturer since 2014 and prior to that was the Senior Project Officer (Mathematics) in the National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL). Niamh was awarded her PhD in 2011 from the University of Limerick. This work investigated the knowledge required to teach mathematics effectively and she developed a model of teacher knowledge for the 21st Century. Her current research interests include teacher knowledge; mathematics teacher education; numeracy; mathematics in the workplace and issues surrounding the mathematics curriculum.Patrick Johnson is a Lecturer in Mathematics Education in the School of Education at the University of Limerick where he has been a faculty member since 2012. Prior to this he was a Research Fellow in the National Centre for Excellence in Mathematics and Science Teaching and Learning. Patrick received a Doctor of Philosophy (PhD) from the University of Limerick in the field of Applied Mathematics before switching into the area of Mathematics Education. His current research interests focus on the topics of mathematical modelling, problem solving, and attitudes towards mathematics.John O’Donoghue is Associate Professor (Emeritus) of Mathematics Education at the University of Limerick. He has served as co-founder and Director of the National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL), now EPI*STEM: National Centre for STEM Education, at University of Limerick (UL). He is founder and past director of the Mathematics Learning Centre, UL. He is also a past chair and honorary trustee of Adult learning Mathematics – A Research Forum.  He has a long history of involvement with mathematics teacher education in Ireland. His research interests include mathematics teacher education (Secondary), adult mathematics education/numeracy, service mathematics teaching, and mathematics learner support (HE). He has supervised many PhD and Masters’ research candidates to completion.

“A practical guide for those who intend to augment their current classroom instruction with opportunities for students to engage in modeling. … The primary audience for this volume is secondary school teachers. It could be read independently, incorporated into pre-service preparation courses, or used as the focus of a departmental study circle. … the methodology promoted by the authors extends well into the college-level courses particularly elementary calculus.” (Katherine Safford-Ramus, MAA Reviews, February, 2019)

• Preface.- Chapter 1 Introduction to Modelling.- Chapter 2 Motivation - Why Teach Applicable Mathematics?.- Chapter 3 Empirical Findings on Modelling in Mathematics Education.- Chapter 4 Adapting Textbook Problems to Create a More Reality-Based Mathematics Education.- Chapter 5 Tasks Derived from Everyday Occurrences.- Chapter 6 An Example of a More Extensive Project.- Chapter 7 How do experts model?: Using this knowledge and understanding in the mathematics classroom.- Chapter 8 Further Tips for Teachers Who Want to Implement Applicable Mathematics Education.- Chapter 9 Teaching Real World Mathematics: Some Background Theory.- Conclusion.- References.