Inquiry in University Mathematics Teaching and Learning. The Platinum Project

Kapitola

Reference

Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45(6), 797–810.
doi.org/10.1007/s11858-013-0506-6

Blomhøj, M., & Højgaard Jensen, T. (2003). Developing mathematical modelling competence: Conceptual clarification and educational planning. Teaching Mathematics and Its Applications, 22(3), 123–139. doi.org/10.1093/teamat/22.3.123

Blum, W., & Borromeo Ferri, R. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1), 45–8.

Blum, W., & Leiß, D. (2007). How do students’ and teachers deal with modelling problems? In C. Haines, P. Galbraith, & W. Blum (Eds.), Mathematical modelling: education, engineering and economics (pp. 222–231). Horwoord. doi.org/10.1533/9780857099419.5.221

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. doi.org/10.1007/BF00302716

Brousseau, G. (2002). Theory of didactical situation in mathematics (N. Balacheff, M. Cooper, R. Sutherland & V. Warfield (Eds. & Transl.). Kluwer Academic Publishers. doi.org/10.1007/0-306-47211-2

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Biological Sciences Curriculum Study(BSCS) https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf

Byers, W. (2007). How mathematicians think: Using ambiguity, contradiction, and paradox to create mathematics. Princeton University Press.

Chevallard,  Y.  (1999).  L’analyse  des  practiques  enseignantes  en  théorie  anthropologique  du  didactique. Recherches én Didactique des Mathmatiques, 19(2), 221–266. https://revue-rdm.com/1999/l-analyse-des-pratiques/

de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179–201. doi.org/10.3102/00346543068002179

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D. C. Heath and company

Dewey, J. (1938). Logic: The theory of inquiry. Holt, Rinehart and Winston.

Doerr, H. M., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41(2), 143–163. doi.org/10.1023/A:1003905929557

Dorier, J.-L. (2006). An introduction to mathematical modelling: An experiment with students in economics. In M. Bosch (Ed.), Proceedings of the fourth Congress of the European Society for Research in Mathematics Education (pp. 1634–1644). FUNDEMI IQS—Universitat Ramon Llull.
http://erme.site/wp-content/uploads/2021/06/CERME4 WG13.pdf

Freudenthal, H. (1991). Revisiting mathematics education. China lectures. Kluwer Academic Publishers.

García, F. J. , & Ruiz, L. (2006). Mathematical praxeologies of increasing complexity: Variation systems modelling in secondary education. In M. Bosch (Ed.), Proceedings of the fourth Congress of the European Society for Research in Mathematics Education (pp. 1645–1654). FUNDEMI IQS—Universitat Ramon Llull.
http://erme.site/wp-content/uploads/2021/06/CERME4 WG13.pdf

Gravemeijer, K. (1999). How emergent models may foster the constitution of formal mathematics. Mathematical Thinking and Learning, 1(2), 155–177. doi.org/10.1207/s15327833mtl0102_4

Hernandez-Martinez, P., Thomas, S., Viirman, O., & Rogovchenko, Y. (2021). ‘I’m still making dots for them’: Mathematics lecturers’ views on their mathematical modelling practices. International Journal of Mathematical Education in Science and Technology, 52(2), 165–177. doi.org/10.1080/0020739X.2019.1668977

Kaiser, G., & Sriraman, B. (2006). A global survey of international perspectives on modelling in mathematics education. ZDM Mathematics Education, 38(3), 302–310 doi.org/10.1007/BF02652813

Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multi- variable causality. Journal of Research in Science Teaching, 40(9), 898–921. doi.org/10.1002/tea.10115

Pedaste,  M.,  Mäeots,  M.,  Siiman,  L.,  de  Jong,  T.,  van  Riesen,  S.,  Kamp,  E.,  Manoli,  C.,  Zacharia, Z., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. doi.org/10.1016/j.edurev.2015.02.003

Rogovchenko, S. (2021). Mathematical modelling problems in a mathematics course for engineers: A commognitive perspective, In: F. Leung, G. Stillman, G. Kaiser & K. Wong (Eds.), Mathematical modelling education in east and west (pp. 561–570). Springer Verlag. doi.org/10.1007/978-3-030-66996-6_47

Rogovchenko, Y., Viirman, O., & Treffert-Thomas, S. (2020). Joy of mathematical modelling: a forgotten perspective? In G. Stillman, G. Kaiser & C. Lampen C. (Eds.), Mathematical modelling education and sense-making (pp. 95–106). Springer Verlag. doi.org/10.1007/978-3-030-37673-4_9

Sfard, A. (2008). Thinking as communicating. Cambridge University Press. doi.org/10.1017/CBO9780511499944

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook for research on mathematics teaching and learning (pp. 334–370). MacMillan Publishing Company.

Stemhagen, K., & Smith, J. (2008). Dewey, democracy, and mathematics education: Reconceptualizing the last bastion of curricular certainty. Education and Culture, 24(2), 25–40. doi.org/10.1353/eac.0.0023

Stillman, G. A. (2015). Applications and modelling research in secondary classrooms: What have we learnt? In S. Cho (Ed.), Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 791-805). Springer Verlag. doi.org/10.1007/978-3-319-17187-6_44

Treffert-Thomas, S., Rogovchenko, S., & Rogovchenko,  Y. (2018). The use of nonstandard problems  in  an  ODE  course  for  engineering  students.  In  E.  Bergqvist,  M.  Österholm,  C.  Granberg & L. Sumpter (Eds.), Proceedings of the 42nd conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 283–290). IGPME. http://hdl.handle.net/11250/2596252

Treffert-Thomas, S., Viirman, O., Hernandez-Martinez, P., & Rogovchenko, Y. (2017). Mathematics lecturers’ views on the teaching of mathematical modelling. Nordic Studies in Mathematics Education, 22(4), 121–145.
http://ncm.gu.se/wp-content/uploads/2020/06/22_4_121146_treffert_thomas.pdf