Matematisk modellering i undervisning
Gruppen har fokus på hvordan matematisk modellering kan bidra til at barnehagebarn og elever lærer matematikk og utvikler positive holdninger til faget.
Fokuset på matematisk modellering handler særlig om hvordan innsikt i modellering kan bidra til elevers utvikling av kritisk tenkning og etisk bevissthet.
Gruppens fokus på matematisk modellering er knyttet til kreative, skapende og utforskende tilnærminger til matematikken.
Forskergruppen Matematisk modellering er en undergruppe av forskergruppen Matematikkdidaktikk i et kritisk perspektiv.
Leder
Medlemmer
Utvalgte publikasjoner
2025
Fosse, T., Lange, T., & Meaney, T. (in press). Mathematical Modelling in Early Years of School. In T. Meaney, C. Benz. B. Di Paola, M. Fiorentino, & A. Montone (Eds.), Engaging with mathematics in the early years: Results from the POEM6 Conference (pp. xx–xx). Springer.
Frejd, P., Ärlebäck, J. B., & Vos, P. (2025). Fostering student’s mathematical literacy through mathematical modelling tasks. In O. H. Bolstad, S. Goodchild, & M. Goos (Eds.), International perspectives on teaching and learning for mathematical literacy (pp. 178–203).
2024
Berget, I. L., & Vos, P. (2024). Kva er matematisk modellering? Tangenten – tidsskrift for matematikkundervisning, 35(2), 2–8.
Frejd, P., & Vos, P. (2024). The spirit of mathematical modelling – a philosophical study on the occasion of 50 years of mathematical modeling education. Mathematics Enthusiast, 21(1), 269–300.
Hansen, R. (2024). Authenticity in preservice teacher-designed modelling tasks. In H.-S. Siller, V. Geiger, & G. Kaiser (Eds.), Researching mathematical modelling education in disruptive times: International perspectives on the teaching and learning of mathematical modelling (pp. 283–293). Springer.
Hansen, R. (2024). Problem design based on Realistic Mathematics Education. In C.K. Skott, et al. (Eds.), Interplay between research and teaching practices in mathematics education: Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education (pp. 168–175). Swedish Society for Research in Mathematics Education.
Lode, B. (2024). A tool for authentic assessment? Preservice teachers’ initial learning to teach mathematical modelling in a school setting. In H.-S. Siller, V. Geiger, & G. Kaiser (Eds.), Researching mathematical modelling education in disruptive times: International perspectives on the teaching and learning of mathematical modelling (pp. 341–351). Springer.
Steffensen, L., Lilland, I., &, Zhou, S. (2024). Democratic practices as part of mathematical modelling in schools. Democracy & Education, 32 (2), Article 3.
Vos, P. (2024). Modellering som matematisk verktøykasse [Modelling as a mathematical toolbox]. Tangenten – tidsskrift for matematikkundervisning, 35(2), 1.
Vos, P. (2024). The Public Understanding of Mathematical Modelling (PUMM). In H.-S. Siller, V. Geiger, & G. Kaiser (Eds.), Researching mathematical modelling education in disruptive times: International perspectives on the teaching and learning of mathematical modelling (pp. 81‒98). Springer.
Vos, P., Wiik, A. & Hernandez-Martinez, P. (2024). “Imagine, maths is used anywhere, and we don’t get to know this” – upper secondary students and the relevance of advanced mathematics. Frontiers in Education, 9, Article 1338205, 1–14.
Zhou, S., &, Rasmussen, N. H. W. (2024). Teacher interventions in group modelling. In C.K. Skott, et al. (Eds.), Interplay between research and teaching practices in mathematics education: Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education (pp. 425–432). Swedish Society for Research in Mathematics Education.
Zhou, S., Steffensen, L., & Hansen, R. (2024). Discourse structures when modelling a dream bag of candies. In H.-S. Siller, V. Geiger, & G. Kaiser (Eds.), Researching mathematical modelling education in disruptive times: International perspectives on the teaching and learning of mathematical modelling (pp. 479–489). Springer.
2022
Frejd, P., & Vos, P. (2022). A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”. Educational Studies in Mathematics, 109, 455–468.
Lode, B. (2022). ‘Should the turn be counted, or not …?’: Analysing learning loop contexts of preservice teachers professionalising in the teaching of mathematical modelling. In G. A. Nortvedt et al. (Eds.), Bringing Nordic mathematics education into the future: Proceedings of Norma 20, The Ninth Nordic Conference on Mathematics Education (pp. 153–160). Swedish Society for Research in Mathematics Education.
Vos, P., & Frejd, P. (2022). Grade 8 students’ appropriation of Sankey diagrams – the first cycle in an educational design research. Journal on Mathematics Education, 13(2), 289–306.
Vos, P., & Frejd, P. (2022). The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension. In J. Hogdsen et al. (Eds.), Proceedings of the 12th Conference on European Research in Mathematics Education (CERME-12) (pp. 1185–1192). Free University of Bozen-Bolzano and ERME).
Zhou, S., & Hansen, R. (2022). When mathematics in three acts meets mathematical modelling. Proceedings of the 12th Conference on European Research in Mathematics Education (CERME-12) (pp.1185–1192). Free University of Bozen-Bolzano and ERME.
Prosjekt
