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How do students and teachers deal with mathematical modelling problems? The example "Sugarloaf"

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Standard

How do students and teachers deal with mathematical modelling problems? The example "Sugarloaf". / Leiss, Dominik; Blum, Werner.
Mathematical Modelling (ICTMA 12): Education, Engineering and Economics ; proceedings from the twelth international conference on the teaching of mathematical modelling and applications. ed. / Christopher Haines; Peter Galbraith; Werner Blum; Sanowar Khan. Horwood, 2007. p. 222-231.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Harvard

Leiss, D & Blum, W 2007, How do students and teachers deal with mathematical modelling problems? The example "Sugarloaf". in C Haines, P Galbraith, W Blum & S Khan (eds), Mathematical Modelling (ICTMA 12): Education, Engineering and Economics ; proceedings from the twelth international conference on the teaching of mathematical modelling and applications. Horwood, pp. 222-231, 12th International Conference on the Teaching of Mathematical Modelling and Applications - ICTMA 2005 , London, United Kingdom, 10.07.05.

APA

Leiss, D., & Blum, W. (2007). How do students and teachers deal with mathematical modelling problems? The example "Sugarloaf". In C. Haines, P. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical Modelling (ICTMA 12): Education, Engineering and Economics ; proceedings from the twelth international conference on the teaching of mathematical modelling and applications (pp. 222-231). Horwood.

Vancouver

Leiss D, Blum W. How do students and teachers deal with mathematical modelling problems? The example "Sugarloaf". In Haines C, Galbraith P, Blum W, Khan S, editors, Mathematical Modelling (ICTMA 12): Education, Engineering and Economics ; proceedings from the twelth international conference on the teaching of mathematical modelling and applications. Horwood. 2007. p. 222-231

Bibtex

@inbook{da0e6970a00541a2adc6f7e34eea2430,
title = "How do students and teachers deal with mathematical modelling problems?: The example {"}Sugarloaf{"}",
keywords = "Didaktik der Mathematik",
author = "Dominik Leiss and Werner Blum",
year = "2007",
language = "Deutsch",
isbn = "978-1904275206",
pages = "222--231",
editor = "Christopher Haines and Peter Galbraith and Werner Blum and Sanowar Khan",
booktitle = "Mathematical Modelling (ICTMA 12)",
publisher = "Horwood",
address = "Gro{\ss}britannien / Vereinigtes K{\"o}nigreich",
note = "12th International Conference on the Teaching of Mathematical Modelling and Applications - ICTMA 2005 ; Conference date: 10-07-2005 Through 14-07-2005",
url = "http://www.ictma.net/conferences.html",

}

RIS

TY - CHAP

T1 - How do students and teachers deal with mathematical modelling problems?

T2 - 12th International Conference on the Teaching of Mathematical Modelling and Applications - ICTMA 2005

AU - Leiss, Dominik

AU - Blum, Werner

N1 - Conference code: 12

PY - 2007

Y1 - 2007

KW - Didaktik der Mathematik

M3 - Aufsätze in Konferenzbänden

SN - 978-1904275206

SP - 222

EP - 231

BT - Mathematical Modelling (ICTMA 12)

A2 - Haines, Christopher

A2 - Galbraith, Peter

A2 - Blum, Werner

A2 - Khan, Sanowar

PB - Horwood

Y2 - 10 July 2005 through 14 July 2005

ER -

Other publications by the same author(s)

Effects of linguistic demands of reality-based mathematical tasks: discrepancy between teachers' expectations and students' performance

Ehmke, T., Leiss, D. & Heine, L., 10.06.2025, In: Frontiers in Education. 10, 13 p., 1528806.

Research output: Journal contributions › Journal articles › Research › peer-review

Innovative teaching of mathematics in German secondary schools

Lemmrich, S., Ehmke, T. & Leiss, D., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). 1 ed. London: Routledge Taylor & Francis Group, p. 43-53 11 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks: The Impact of Linguistic Complexity, Cognitive Factors, and Social Background

Klotz, E., Ehmke, T. & Leiss, D., 15.01.2025, In: European Journal of Educational Research. 14, 1, p. 23-39 17 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Wie lehrt man Lehrkräfte lernunterstützend zu lehren? Empirische Befunde zur universitären Lehrkräftebildung im Bereich adaptiver Lernunterstützung im kompetenzorientierten Mathematikunterricht

Leiss, D., Lemmrich, S., Schilling, L. & Ehmke, T., 17.07.2025, (E-pub ahead of print) In: Unterrichtswissenschaft – Journal of Teaching and Learning Sciences . 32 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Do connectives improve the level of understandability in mathematical reality-based tasks?

Dammann, L., Heine, L., Leiss, D. & Ehmke, T., 11.2024, In: International Electronic Journal of Mathematics Education. 19, 4, 12 p., em0791.

Research output: Journal contributions › Journal articles › Research › peer-review

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