EDP Sciences logo
Web of Conferences logo
Search
Menu
All issues Volume 149 (2022) SHS Web Conf., 149 (2022) 01032 References
Open Access
Issue
SHS Web Conf.
Volume 149, 2022
International Conference on Social Science 2022 “Integrating Social Science Innovations on Post Pandemic Through Society 5.0” (ICSS 2022)
Article Number 01032
Number of page(s) 6
Section Education and Digital Learning
DOI https://doi.org/10.1051/shsconf/202214901032
Published online 18 November 2022
  1. Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, applications, and links to other subjects—State, trends and issues in mathematics instruction. Educational studies in mathematics, 22(1), 37–68. [CrossRef] [Google Scholar]
  2. Crespo, S., & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education , 11(5), 395–415. [CrossRef] [Google Scholar]
  3. Crespo, S. (2020). Learning to pose collaborative mathematics problems with secondary prospective teachers. International Journal of Educational Research, 102, 101430. https://doi.org/10.1016/j.ijer.2019.05.003 [Google Scholar]
  4. Fitriana, L. D., Ekawati, R., & Kovács, Z. (2022). Perspectives on the problem-posing activity by prospective teachers: A cross-national study. Journal on Mathematics Education, 13(1), 149–172. [CrossRef] [Google Scholar]
  5. Geiger, V., Galbraith, P., Niss, M., & Delzoppo, C. (2022). Developing a task design and implementation framework for fostering mathematical modelling competencies. Educational Studies in Mathematics, ,109(2) 313–336. [CrossRef] [Google Scholar]
  6. Hartmann, L. M., Krawitz, J., & Schukajlow, S. (2021). Create your own problem! When given descriptions of real-world situations, do students pose and solve modelling problems? ZDM– Mathematics Education , 53(4), 919–935. [CrossRef] [Google Scholar]
  7. Kohar, A. W., Rahaju, E. B., & Rohim, A. (2022). Prospective teachers’ design of numeracy tasks using a physical distancing context. Journal on Mathematics Education , 13(2), 191–210. [CrossRef] [Google Scholar]
  8. Krawitz, J., Chang, Y. P., Yang, K. L., & Schukajlow, S. (2022). The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan. Educational Studies in Mathematics, 109(2), 337–359. [CrossRef] [Google Scholar]
  9. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. biometrics, 159–174. https://doi.org/10.2307/2529310 [Google Scholar]
  10. Lesh, R. A., & Doerr, H. M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. [Google Scholar]
  11. Lesh, R., Carmona, G., Hjalmarson, M., & Mason, G. (2006). Working group: models and modeling. Proceedings of PME-NA, Mérida, Spansh. Routledge. [Google Scholar]
  12. Maaß, K. (2010). Classification scheme for modelling tasks. Journal für Mathematik- Didaktik, 31(2), 285–311. [CrossRef] [Google Scholar]
  13. Ortiz, C. G., & Ferri, R. B. (2022). Pre-service teachers’ challenges in implementing mathematical modelling: Insights into reality. PNA. Revista de Investigación en Didáctica de la Matemática, 16(4), 309–341. [Google Scholar]
  14. Palm, T. (2007). Features and impact of the authenticity of applied mathematical school tasks. In W. Blum, P. L. Galbraith, H.-W. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education. The 14th ICMI Study (vol. 10, pp. 201–208). Boston, MA: Springer US. https://doi.org/10.1007/978-0-387-29822-1_20 [CrossRef] [Google Scholar]
  15. Paredes, S., Cáceres, M. J., Diego-Mantecón, J. M., Blanco, T. F., & Chamoso, J. M. (2020). Creating Realistic Mathematics Tasks Involving Authenticity, Cognitive Domains, and Openness Characteristics: A Study with Pre-Service Teachers. Sustainability, 12(22), 9656. [CrossRef] [Google Scholar]
  16. Paolucci, C., & Wessels, H. (2017). An Examination of preservice teachers’ capacity to create mathematical modeling problems for children. Journal of Teacher Education, 68(3), 330–344. [CrossRef] [Google Scholar]
  17. Silver, E. A. (1994). On mathematical problem posing. For the learning of mathematics, 14(1), 19–28. [Google Scholar]
  18. Silver, E. A. (1995). The Nature and Use of Open Problems in Mathematics Education: Mathematical and Pedagogical Perspectives. Zentralblatt fur Didaktik der Mathematik/International Reviews on Mathematical Education, 27(2), 67–72. [Google Scholar]
  19. Stohlmann, M., Maiorca, C., & Allen, C. (2017). A Case Study of Teachers’ Development of Well- Structured Mathematical Modelling Activities. Mathematics Teacher Education and Development, 19(2), 4–24. [Google Scholar]
  20. Stoyanova, E. (2000). Empowering students’ problem solving via problem posing: the art of framing’good’questions. Australian Mathematics Teacher, 56(1), 33–37. [Google Scholar]
  21. Turner, E. E., Bennett, A. B., Granillo, M., Ponnuru, N., Roth Mcduffie, A., Foote, M. Q., … & McVicar, E. (2022). Authenticity of elementary teacher designed and implemented mathematical modeling tasks. Mathematical Thinking and Learning, 1–24. [CrossRef] [Google Scholar]
  22. Unver, S. K., Hidiroglu, C. N., Dede, A. T., & Guzel, E. B. (2018). Factors revealed while posing mathematical modelling problems by mathematics student teachers. European Journal of Educational Research, 7(4), 941–952. [CrossRef] [Google Scholar]
  23. Utami, I. Q., & Hwang, W. Y. (2021). The impact of collaborative problem posing and solving with ubiquitous-decimal app in authentic contexts on math learning. Journal of Computers in Education, 1–28. https://doi.org/10.1007/s40692-021-00209-5 [Google Scholar]
  24. Yang, X., Schwarz, B., & Leung, I. K. (2022). Pre- service mathematics teachers’ professional modeling competencies: a comparative study between Germany, Mainland China, and Hong Kong. Educational Studies in Mathematics, 109(2), 409–429. [CrossRef] [Google Scholar]
  25. Yeo, J. B. (2017). Development of a framework to characterise the openness of mathematical tasks. International Journal of Science and Mathematics Education , 15(1), 175–191. [CrossRef] [Google Scholar]
  26. Zulkardi, Z., & Kohar, A. W. (2018). Designing PISA-like mathematics tasks in Indonesia: Experiences and challenges. In Journal of Physics: Conference Series (vol. 947, no. 1, p. 012015). IOP Publishing. [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.