数学建模的评估——“基于建模过程和结果”的整体性评估
摘要
<正>本系列的前两篇文章,分别介绍了一种侧重于数学建模"循环"过程的评估,以及一种在"目标模糊"的现实情境中进行的数学建模评估(蔡金法,刘启蒙,2019)。其中,侧重数学建模"循环"的评估包括"问题""规划""计算""解释""验证"和"报告"等环节,注重学生在"循环"过程中完善自己的数学模型,通过迭代不
引文
[1]蔡金法,刘启蒙.数学建模的评估--基于《美国州际核心数学课程标准》的评估[J].小学数学教师,2019(2).
[2]蔡金法,刘启蒙.数学建模的评估--基于新加坡《数学建模资源工具包》的评估[J].小学数学教师,2019(4).
[3]Consortium for Mathematics and Its Applications(2013).Mathematical Modeling Handbook II:The Assessments.Bedford,MA:Author.
[4]Ng K E D(2010).Initial experiences of primary school teachers with mathematical modelling.In B Kaur&JDindyal(Eds.),Mathematical modelling and applications:Yearbook of Association of Mathematics Educators(pp.129-144).Singapore:World Scientific.
[5]Ng K E D(2013).Teacher readiness in mathematical modelling:Are there differences between pre-service and experienced teachers?In G Stillman,G Kaiser,W Blum&J Brown(Eds.),Connecting to practice:Teaching practice and the practice of applied mathematicians(pp.339-348).Dordrecht:Springer.
[6]Ng K E D(2018).Towards a Professional Development Framework for Mathematical Modelling:The Case of Singapore Teachers.ZDM,50(2):1-14.Doi:10.1007/s11858-018-0910-z.
[2]蔡金法,刘启蒙.数学建模的评估--基于新加坡《数学建模资源工具包》的评估[J].小学数学教师,2019(4).
[3]Consortium for Mathematics and Its Applications(2013).Mathematical Modeling Handbook II:The Assessments.Bedford,MA:Author.
[4]Ng K E D(2010).Initial experiences of primary school teachers with mathematical modelling.In B Kaur&JDindyal(Eds.),Mathematical modelling and applications:Yearbook of Association of Mathematics Educators(pp.129-144).Singapore:World Scientific.
[5]Ng K E D(2013).Teacher readiness in mathematical modelling:Are there differences between pre-service and experienced teachers?In G Stillman,G Kaiser,W Blum&J Brown(Eds.),Connecting to practice:Teaching practice and the practice of applied mathematicians(pp.339-348).Dordrecht:Springer.
[6]Ng K E D(2018).Towards a Professional Development Framework for Mathematical Modelling:The Case of Singapore Teachers.ZDM,50(2):1-14.Doi:10.1007/s11858-018-0910-z.