‘I’m still making dots for them’: mathematics lecturers’ views on their mathematical modelling practices

References

• Apple, M. W. (2005). Education, markets, and an audit culture. Critical Quarterly, 47, 11–29. doi: 10.1111/j.0011-1562.2005.00611.x
   Web of Science ®Google Scholar
• Blum, W., & Borromeo Ferri, R. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1, 45–58.
   Google Scholar
• Blum, W., & Leiß, D. (2006). “Filling up” – the problem of independence-preserving teacher interventions in lessons with demanding modelling tasks. In M. Bosch (Ed.), Proceedings of the 4th European Congress of Mathematics Education, St. Feliu de Guixols, Spain: CERME.
   Google Scholar
• 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, 37–68. doi: 10.1007/BF00302716
   Google Scholar
• Campos, D. F., & Pinto, M. M. F. (2016). Mathematics teachers’ conceptions and constraints for changing teaching practices in Brazilian higher education: An analysis through activity theory. International Journal of Mathematical Education in Science and Technology, 47, 1179–1205. doi: 10.1080/0020739X.2016.1193637
   Web of Science ®Google Scholar
• Doerr, H. M., Ärlebäck, J. B., & Misfeldt, M. (2017). Representations of modelling in mathematics education. Mathematical modelling and applications. In International perspectives on the teaching and learning of mathematical modelling (pp. 71–81). Cham: Springer.
   Google Scholar
• Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.
   Google Scholar
• Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14, 133–156. doi: 10.1080/13639080020028747
   Google Scholar
• Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts. Journal of Organizational Change Management, 24, 368–387. doi: 10.1108/09534811111132758
   Web of Science ®Google Scholar
• Fitzsimons, G. E. (2005). Technology mediated post-compulsory mathematics: An activity theory approach. International Journal of Mathematical Education in Science and Technology, 36, 769–777. doi: 10.1080/00207390500271123
   Google Scholar
• Fredriksen, H., & Hadjerrouit, S. (2019). An activity theory perspective on contradictions in flipped mathematics classrooms at the university level. International Journal of Mathematical Education in Science and Technology. Advance online publication. doi:10.1080/0020739X.2019.1591533
   Web of Science ®Google Scholar
• Frejd, P., & Ärlebäck, J. B. (2011). First results from a study investigating Swedish upper secondary students’ mathematical modelling competencies. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling. International perspectives on the teaching and learning of mathematical modelling (pp. 407–416). Cham: Springer.
   Google Scholar
• Jankvist, U. T., & Niss, M. (2019). Upper secondary school students’ difficulties with mathematical modelling. International Journal of Mathematical Education in Science and Technology. Advance online publication. doi:10.1080/0020739X.2019.1587530
   Web of Science ®Google Scholar
• Jaworski, B., Robinson, C., Matthews, J., & Croft, T. (2012). An activity theory analysis of teaching goals versus student epistemological positions. The International Journal for Technology in Mathematics Education, 19, 147–152.
   Google Scholar
• Kaiser, G., & Sriraman, B. (2006). A global survey of international perspectives on modelling in mathematics education. ZDM, 38, 302–310. doi: 10.1007/BF02652813
   Google Scholar
• Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative interview. Los Angeles, CA: SAGE.
   Google Scholar
• Macfarlane, B. (2015). Student performativity in higher education: Converting learning as a private space into a public performance. Higher Education Research & Development, 34, 338–350. doi: 10.1080/07294360.2014.956697
   Web of Science ®Google Scholar
• Rogovchenko, Y., Viirman, O., & Treffert-Thomas, S. (in press). Joy of mathematical modelling: A forgotten perspective? In G. A. Stillman, G. Kaiser, & E. Lampen (Eds.), Mathematical modelling education and sense making. Cham: Springer.
   Google Scholar
• Sangwin, C. (2019). The mathematical apprentice: An organising principle for teaching calculus in the 21st century. In: Proceedings of the Conference on Calculus in Upper Secondary and Beginning University Mathematics, University of Agder, Norway: MatRIC.
   Google Scholar
• Schukajlow, S., Kaiser, G., & Stillman, G. (2018). Empirical research on teaching and learning of mathematical modelling: A survey on the current state-of-the-art. ZDM, 50, 5–18. doi: 10.1007/s11858-018-0933-5
   Google Scholar
• Sweller, J. (2016). Story of a research program. Education Review // Reseñas Educativas, 23, 1–18.
   Google Scholar
• Treffers, A. (2019). Direct instruction and problem-solving: Critical examination of cognitive load theory from the perspective of mathematics education. The Mathematics Enthusiast, 16, 607–620.
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Villa-Ochoa, J. A., & López, C. M. J. (2011). Sense of reality through mathematical modelling. In Trends in teaching and learning of mathematical modelling. International perspectives on the teaching and learning of mathematical modelling (pp. 701–711). Cham: Springer.
   Google Scholar
• Vorhölter, K., Kaiser, G., & Borromeo Ferri, R. (2014). Modelling in mathematics classroom instruction: An innovative approach for transforming mathematics education. In Transforming mathematics instruction. Advances in mathematics education (pp. 21–36). Heidelberg: Springer
   Google Scholar
• Williams, J. (2011). Audit and evaluation of pedagogy: Towards a cultural-historical perspective. In T. Rowland & K. Ruthven (Eds.), Mathematical knowledge in teaching (pp. 161–178). Dordrecht: Springer.
   Google Scholar