Stanislaw Schukajlow – författare

This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.

This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students’ mathematical thinking during the solution of a design problem are considered.

The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning.

This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.

This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students’ mathematical thinking during the solution of a design problem are considered.

The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning.