{"title":"欧洲教育中的数学建模。","authors":"R. Ferri","doi":"10.7916/JMETC.V4I2.624","DOIUrl":null,"url":null,"abstract":"Teaching and learning of mathematical modelling has become a key competence within school curricula and educational standards in many countries of the world. The term mathematical modelling, its meaning, and how it can be implemented in mathematics lessons have been intensively discussed during several Conferences of the European Society for Research in Mathematics (CERME), particularly in the last few years. The aim of the article is to show the similarities and the differences in the teaching and learning of mathematical modelling within education in Europe.","PeriodicalId":30179,"journal":{"name":"Journal of Mathematics Education at Teachers College","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2013-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"22","resultStr":"{\"title\":\"Mathematical Modelling in European Education.\",\"authors\":\"R. Ferri\",\"doi\":\"10.7916/JMETC.V4I2.624\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teaching and learning of mathematical modelling has become a key competence within school curricula and educational standards in many countries of the world. The term mathematical modelling, its meaning, and how it can be implemented in mathematics lessons have been intensively discussed during several Conferences of the European Society for Research in Mathematics (CERME), particularly in the last few years. The aim of the article is to show the similarities and the differences in the teaching and learning of mathematical modelling within education in Europe.\",\"PeriodicalId\":30179,\"journal\":{\"name\":\"Journal of Mathematics Education at Teachers College\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2013-11-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"22\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Mathematics Education at Teachers College\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7916/JMETC.V4I2.624\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematics Education at Teachers College","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7916/JMETC.V4I2.624","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Teaching and learning of mathematical modelling has become a key competence within school curricula and educational standards in many countries of the world. The term mathematical modelling, its meaning, and how it can be implemented in mathematics lessons have been intensively discussed during several Conferences of the European Society for Research in Mathematics (CERME), particularly in the last few years. The aim of the article is to show the similarities and the differences in the teaching and learning of mathematical modelling within education in Europe.
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