Models and Modelling Perspectives on Teaching and Learning Mathematics in the Twenty-First Century

Abstract

Research based on models and modelling perspectives (MMP) has shown that, in order for mathematical concepts and abilities to be useful beyond school, new levels and types of understandings are needed beyond those that have been emphasized in even the most innovative and future-oriented statements of curriculum standards. Similarly, teacher-level knowledge and abilities consists of a great deal more than the kind of beliefs, dispositions, and pedagogical content knowledge that have been emphasized in most past research on teacher development.