{"id":197,"date":"2015-02-27T17:33:15","date_gmt":"2015-02-27T17:33:15","guid":{"rendered":"http:\/\/sites.uepb.edu.br\/gprpem\/?p=197"},"modified":"2015-02-27T17:33:15","modified_gmt":"2015-02-27T17:33:15","slug":"modelling-and-mathematics-education-ictma-9-applications-in-science-and-technology","status":"publish","type":"post","link":"https:\/\/grupos.uepb.edu.br\/gprpem\/2015\/02\/27\/modelling-and-mathematics-education-ictma-9-applications-in-science-and-technology\/","title":{"rendered":"Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology"},"content":{"rendered":"

\"modelling\"<\/a>J.F. Matos, S.K. Houston, Werner Blum e S.P. Carreira<\/p>\n

Woodhead Publishing | 2002 | 433 p\u00e1ginas | PDF | 25 Mb<\/p>\n

link<\/p>\n

The articles included in this book are from the ICTMA 9 conference held in Lisbon, attended by delegates from about 30 countries. This work records the 1999 Lisbon Conference of ICTMA. It contains the selected and edited content of the conference and makes a significant contribution to mathematical modelling which is the significant investigative preliminary to all scientific and technological applications from machinery to satellites and docking of space-ships.<\/p>\n

Contents
\nPreface ix
\nSection A. Mathematical modelling revisited
\n1 Enacting possible worlds: Making sense of (human) nature
\nStephen R Campbell
\n2 The mountain is the utility – On the metaphorical nature of mathematical models
\nSusana Carreira
\n3 The theory of multiple intelligences and mathematical modelling
\nS Kenneth Houston
\n4 Modelling modelling: Where is the centre of gravity of-for-when teaching modelling?
\nJohn Mason
\n5 Fact, fiction, fiddle – Three types of models
\nAllan Tarp
\n6 Issues and problems of research on the teaching and leaming of applications and modelling
\nMogens Niss
\nSection B. Mathematical aspects of modelling
\n7 Mathematical modelling by means of functional equations: The missing link in the leaming of functions
\nClaudi Alsina
\n8 Applications of simultaneous iteration
\nNeville T Neil
\n9 On the derivative of nondifferentiable fimctions
\nMiguel Ramos
\n10 Mathematics before or through applications. Top-down and bottom-up understandings of linear and exponential functions
\nAllan Tarp
\nSection C. Mathematical modelling and technology
\nFormulating and assessing a mathematical modelling problem in a technological environment
\nRoger Brown
\nThe graphics calculator and mathematical modelling – Creating an integrated learning environment
\nMilton Fuller
\nMobile classroom – A school project focussing on modelling
\nHans- Wolfgang Henn
\nWhat should be asked of a computer program for mathematical modelling in primary\/lower secondary school?
\nInge B Larsen
\nModelling and algebra: How \u2018pure\u2019 shall we be?
\nHenk van der Kooij
\nSection D. Mathematical modelling in higher education
\n16 Mathematical modelling in pre-service teacher education
\nJonei Cerqueira Barbosa
\n17 Mathematical modelling in calculus courses
\nJussara de Loiola Aratijo and Josk Antbnio Salvador
\n18 Mathematical modelling and technology in teacher education – Visions and reality
\nThomas Lingejard and Mikael Holmquist
\n19 Modelling optimisation problems: From simple to realistic 216
\nMargarida P Mello and Sandra A Santos
\n20 Role of mathematical modelling and applications in university mathematics service courses: An across countries study
\nSergiy Klymchuk and Tatyana Zverkova
\n21 A mathematics curriculum for undergraduate courses based on mathematical modelling and computer science
\nRegina Helena Franchi
\n22 Mathematical applications and modelling: A case study involving first year higher education students
\nFernanda Tavares
\n23 Mathematical modelling with environmental students
\nMike Hamson
\n24 Exploring different approaches to mathematical modelling in engineering calculus courses
\nMaria Ines Cavallaro and Marta Anaya
\n25 From mathematical modelling to mathematical experiments
\nQiyuan Jiang
\nSection E. Pedagogical issues in mathematical modelling
\n26 Modelling: Good problems – not only a question of (good) taste
\nEva Jablonka
\n27 Assumptions and context: Pursuing their role in modelling activity
\nP. Galbraith and G. Stillman
\n28 The effect of task organisation on classroom modelling activities 311
\nIben Maj Christiansen
\nAiming for success: Modelling sports problems with an aiming theme
\nTrevor Gethins
\nContext orientated teaching
\nKlaoudatos Nikos and Papastavridis Stavros
\nEnculturation in mathematical modelling
\nSusan J Lamon
\nConceptual and procedural demands embedded in modelling tasks
\nPeter Galbraith and Christopher Haines
\nMathematical modelling by the pupils themselves – Possibilities and limitations in school-leaving examination papers
\nWolfiam Eid
\nUnderstanding students\u2019 modelling skills
\nChristopher Haines, Rosalind Crouch and John Davies
\nThe effects of students\u2019 discussion in mathematical modelling
\nToshikazu Ikeda and Max Stephens
\nCritical evaluation of models in relation to the modelling process
\nIben Maj Christiansen
\nMathematics of traffic safety – Composite real mathematics approach
\nAkira Yanagimoto and Noboru Yoshimura
\nTrigonometry with reference to modern land surveying techniques in maths lessons<\/p>\n

Katja MaaJ<\/p>\n","protected":false},"excerpt":{"rendered":"

J.F. Matos, S.K. Houston, Werner Blum e S.P. Carreira Woodhead Publishing | 2002 | 433 p\u00e1ginas | PDF | 25 Mb link The articles included in this book are from the ICTMA 9 conference held in Lisbon, attended by delegates from about 30 countries. This work records the 1999 Lisbon Conference of ICTMA. It contains Leia Mais…<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-197","post","type-post","status-publish","format-standard","hentry","category-livros"],"_links":{"self":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts\/197","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/comments?post=197"}],"version-history":[{"count":0,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/posts\/197\/revisions"}],"wp:attachment":[{"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/media?parent=197"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/categories?post=197"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/grupos.uepb.edu.br\/gprpem\/wp-json\/wp\/v2\/tags?post=197"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}