Abstract
Over the years we have seen many mathematical modelling projects being carried out and described in past ICTMA proceedings. In these projects, aims and objectives of mathematical modelling, varying between pragmatic or scientific-humanistic (Kaiser-Messmer 1986), were brought into practice in classrooms. Often these projects depended on personal initiatives of passionate teachers and dedicated researchers. In those projects, modelling education was often small scale, temporary, and detached from the mathematics curriculum. Formalization and sustainability of modelling education were not easily achieved due to lack of institutionalization, funds, or encouragement.
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CITATION STYLE
Vos, P. (2011). Theoretical and Curricular Reflections on Mathematical Modelling – Overview. In International Perspectives on the Teaching and Learning of Mathematical Modelling (Vol. 1, pp. 665–668). Springer Science and Business Media B.V. https://doi.org/10.1007/978-94-007-0910-2_63
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