Abstract
In this paper, we will describe from a cognitive perspective how teachers deal with mathematical modeling problems in the classroom (grades 8–10, 14–16-year-olds) and how their behaviour is obviously dependent on certain features that are widely unknown to them. Our examples are taken from two projects: the COM² project where, among other things, the influence of the teachers’ mathematical thinking styles on their way of dealing with modeling problems is investigated, and the DISUM project where, among other things, teachers’ interventions during their coaching of students’ problem solving processes are analysed.
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Ferri, R.B., Blum, W. (2010). Insights into Teachers’ Unconscious Behaviour in Modeling Contexts. In: Lesh, R., Galbraith, P., Haines, C., Hurford, A. (eds) Modeling Students' Mathematical Modeling Competencies. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0561-1_36
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DOI: https://doi.org/10.1007/978-1-4419-0561-1_36
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