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Teachers’ conceptions of mathematical modelling at Swedish Upper Secondary schoolPrimeFaces.cw("AccordionPanel","widget_formSmash_some",{id:"formSmash:some",widgetVar:"widget_formSmash_some",multiple:true}); PrimeFaces.cw("AccordionPanel","widget_formSmash_all",{id:"formSmash:all",widgetVar:"widget_formSmash_all",multiple:true});
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2011 (English)Report (Other academic)
##### Abstract [en]

##### Place, publisher, year, edition, pages

2011. , p. 34
##### Series

LiTH-MAT-R, ISSN 0348-2960 ; 2011:4
##### National Category

Mathematics
##### Identifiers

URN: urn:nbn:se:liu:diva-66303OAI: oai:DiVA.org:liu-66303DiVA, id: diva2:403168
#####

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PrimeFaces.cw("AccordionPanel","widget_formSmash_j_idt440",{id:"formSmash:j_idt440",widgetVar:"widget_formSmash_j_idt440",multiple:true});
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##### In thesis

Researchers argue that teachers’ conceptions (beliefs) about mathematical modelling have an impact on the low integration of modelling activities into the mathematics classroom. This paper presents a case study of 18 teachers, investigating their conceptions about mathematical modelling and their experiences of working with modelling activities in Swedish upper secondary school. The results, based on an analysis with a grounded theory inspired coding strategy, indicate that the teachers’ conceptions of the notion mathematical modelling relates to designing a mathematical model based on a situation. It is also concluded that the teachers have only minor experience of the notion of mathematical modelling in the mathematics class, but in physics class modelling is used as a common activity.

1. Mathematical modelling in upper secondary school in Sweden: An exploratory investigation$(function(){PrimeFaces.cw("OverlayPanel","overlay403178",{id:"formSmash:j_idt720:0:j_idt724",widgetVar:"overlay403178",target:"formSmash:j_idt720:0:parentLink",showEvent:"mousedown",hideEvent:"mousedown",showEffect:"blind",hideEffect:"fade",appendToBody:true});});

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