| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers’ capabilities in mathematical modelling
|
Geiger, Vince
|
|
2018
|
50 |
1-2 |
p. 217-232
|
artikel
|
| 2 |
Celebration of 50 years of ZDM Mathematics Education
|
Kaiser, Gabriele
|
|
2018
|
50 |
1-2 |
p. 1-3
|
artikel
|
| 3 |
Conceptualization and measuring of metacognitive modelling competencies: empirical verification of theoretical assumptions
|
Vorhölter, Katrin
|
|
2018
|
50 |
1-2 |
p. 343-354
|
artikel
|
| 4 |
Considerations on the use of mathematics in modeling activities
|
Almeida, Lourdes Maria Werle de
|
|
2017
|
50 |
1-2 |
p. 19-30
|
artikel
|
| 5 |
Developing a mathematical modelling course in a virtual learning environment
|
Orey, Daniel Clark
|
|
2018
|
50 |
1-2 |
p. 173-185
|
artikel
|
| 6 |
Do students value modelling problems, and are they confident they can solve such problems? Value and self-efficacy for modelling, word, and intra-mathematical problems
|
Krawitz, Janina
|
|
2017
|
50 |
1-2 |
p. 143-157
|
artikel
|
| 7 |
Empirical research on teaching and learning of mathematical modelling: a survey on the current state-of-the-art
|
Schukajlow, S.
|
|
2018
|
50 |
1-2 |
p. 5-18
|
artikel
|
| 8 |
Evaluating student perceptions of the roles of mathematics in society following an experimental teaching program
|
Ikeda, Toshikazu
|
|
2018
|
50 |
1-2 |
p. 259-271
|
artikel
|
| 9 |
Expansive movements in the development of mathematical modeling: analysis from an Activity Theory perspective
|
Galleguillos, Jeannette
|
|
2017
|
50 |
1-2 |
p. 129-142
|
artikel
|
| 10 |
Impact of professional development involving modelling on teachers and their teaching
|
Maass, Katja
|
|
2018
|
50 |
1-2 |
p. 273-285
|
artikel
|
| 11 |
Mathematical modelling in teacher education: dealing with institutional constraints
|
Barquero, Berta
|
|
2018
|
50 |
1-2 |
p. 31-43
|
artikel
|
| 12 |
Mathematical modelling with digital tools—a quantitative study on mathematising with dynamic geometry software
|
Greefrath, Gilbert
|
|
2018
|
50 |
1-2 |
p. 233-244
|
artikel
|
| 13 |
Mathematical modelling with hands-on experimental tasks: on the student’s sense of credibility
|
Carreira, Susana
|
|
2017
|
50 |
1-2 |
p. 201-215
|
artikel
|
| 14 |
Modelling and the representational imagination
|
Brady, Corey
|
|
2018
|
50 |
1-2 |
p. 45-59
|
artikel
|
| 15 |
Modelling with authentic data in sixth grade
|
English, Lyn D.
|
|
2017
|
50 |
1-2 |
p. 103-115
|
artikel
|
| 16 |
Open word problems: taking the additive or the multiplicative road?
|
Degrande, Tine
|
|
2017
|
50 |
1-2 |
p. 91-102
|
artikel
|
| 17 |
Pre-service teachers’ experiences within modelling scenarios enriched by digital technologies
|
Villarreal, Mónica E.
|
|
2018
|
50 |
1-2 |
p. 327-341
|
artikel
|
| 18 |
Professional modellers’ conceptions of the notion of mathematical modelling: ideas for education
|
Frejd, Peter
|
|
2018
|
50 |
1-2 |
p. 117-127
|
artikel
|
| 19 |
Socio-epistemological research on mathematical modelling: an empirical approach to teaching and learning
|
Cantoral, Ricardo
|
|
2018
|
50 |
1-2 |
p. 77-89
|
artikel
|
| 20 |
Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence
|
Ärlebäck, Jonas B.
|
|
2017
|
50 |
1-2 |
p. 187-200
|
artikel
|
| 21 |
The impact of linguistic complexity on the solution of mathematical modelling tasks
|
Plath, Jennifer
|
|
2017
|
50 |
1-2 |
p. 159-171
|
artikel
|
| 22 |
The use of heuristic strategies in modelling activities
|
Stender, Peter
|
|
2017
|
50 |
1-2 |
p. 315-326
|
artikel
|
| 23 |
Towards a professional development framework for mathematical modelling: the case of Singapore teachers
|
Kit Ee Dawn, NG
|
|
2018
|
50 |
1-2 |
p. 287-300
|
artikel
|
| 24 |
Training mathematics teachers for realistic math problems: a case of modeling-based teacher education courses
|
Sevinc, Serife
|
|
2017
|
50 |
1-2 |
p. 301-314
|
artikel
|
| 25 |
Ways to teach modelling—a 50 year study
|
Burkhardt, Hugh
|
|
2017
|
50 |
1-2 |
p. 61-75
|
artikel
|
| 26 |
“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities
|
Hernandez-Martinez, Paul
|
|
2017
|
50 |
1-2 |
p. 245-257
|
artikel
|
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