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Applications and modelling and their learning and teaching in school and university have become a prominent topic in the last decades in view of the world-wide importance of the usage of mathematics in science, technology and everyday life. Trends in Teaching and Learning of Mathematical Modelling provides the reader ship with an overview on the newest international trends and developments on the teaching and learning of modelling from various theoretical and practical perspectives.

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This book contains suggestions for and reflections on the teaching, learning and assessing of mathematical modelling and applications in a rapidly changing world, including teaching and learning environments. It addresses all levels of education from universities and technical colleges to secondary and primary schools. Sponsored by the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), it reflects recent ideas and methods contributed by specialists from 30 countries in Africa, the Americas, Asia, Australia and Europe. Inspired by contributions to the Fourteenth Conference on the Teaching of Mathematical Modelling and Applications (ICTMA14) in Hamburg, 2009, the book describes the latest trends in the teaching and learning of mathematical modelling at school and university including teacher education. The broad and versatile range of topics will stress the international state-of-the-art on the following issues:

Theoretical reflections on the teaching and learning of modelling

Modelling competencies

Cognitive perspectives on modelling

Modelling examples for all educational levels

Practice of modelling in school and at university level

Practices in Engineering and Applications

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"ICTMA14 was inspiring and as a first-time participant, I immediately felt that I was a part of this stimulating group."

Usha Kotelawala (New York State University, USA)

"The conference provided the participants with a comprehensive and multi-faceted overview of the state-of-the-art of mathematical modelling in school and university, both as regards developmental practice and research."

Mogens Niss (Roskilde University, Denmark)

"I was able to understand how the Brazilian approach to modeling contrast with the other ones practiced all over the world."

Marcelo Borba (Rio Claro, Brazil)

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