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Measuring Professional Competence for the Teaching of Mathematical Modelling : A Test Instrument.

Bibliographic Details
Main Author: Wess, Raphael.
Other Authors: Klock, Heiner., Siller, Hans-Stefan., Greefrath, Gilbert.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2021.
Edition:1st ed.
Series:International Perspectives on the Teaching and Learning of Mathematical Modelling Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Series Preface
  • Introduction
  • Contents
  • Part I Theoretical Background
  • 1 Mathematical Modelling
  • 1.1 Terms and Definitions Used in Mathematical Modelling
  • 1.1.1 Mathematical Modelling and Mathematical Model
  • 1.1.2 Modelling Processes and Modelling Cycles
  • 1.1.3 Modelling Competencies
  • 1.2 Aims and Perspectives of Mathematical Modelling
  • 1.3 Modelling Tasks
  • 1.3.1 General Categories of Tasks
  • 1.3.2 Task Categories for Realistic Tasks
  • 1.3.3 Selected Criteria for Modelling Tasks
  • 1.4 Difficulties in the Modelling Process
  • 1.5 Interventions in the Modelling Process
  • 2 Professional Competence for Teaching Mathematical Modelling
  • 2.1 The Concept of Competence
  • 2.2 Professional Competence of Teachers
  • 2.2.1 Professional Competence
  • 2.2.2 Conceptualisations of Professional Competence of Mathematics Teachers
  • 2.3 Competence Dimensions for Teaching Mathematical Modelling
  • 2.4 A Competence Model for Teaching Mathematical Modelling
  • 2.4.1 Modelling-Specific Pedagogical Content Knowledge
  • 2.4.2 Beliefs Regarding Mathematical Modelling
  • 2.4.3 Self-Efficacy Expectations for Mathematical Modelling
  • 2.4.4 Empirical Validation of the Structural Model
  • Part II Assessment of Professional Competence for Teaching Mathematical Modelling
  • 3 Test Instrument
  • 3.1 Test Development
  • 3.2 Operationalisation of Test Items: First Test Part
  • 3.2.1 Self-reported Previous Experiences in Mathematical Modelling
  • 3.2.2 Beliefs in Mathematical Modelling
  • 3.2.3 Self-efficacy Expectations for Mathematical Modelling
  • 3.3 Operationalisation of Test Items: Second Test Part
  • 3.3.1 Knowledge about Modelling Tasks
  • 3.3.2 Knowledge about Concepts, Aims and Perspectives
  • 3.3.3 Knowledge about Modelling Processes and Knowledge about Interventions
  • 3.4 Information for Conducting the Test
  • 3.5 Test Book.
  • 4 Test Quality
  • 4.1 Objectivity
  • 4.2 Reliability
  • 4.3 Validity
  • 4.4 Secondary Quality Criteria
  • Part III Discussion and Outlook
  • 5 Discussion
  • 6 Outlook
  • Test Book-Correct Answers
  • References.

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