Vai trò của Mô hình Tình huống trong Mô hình hóa Toán học - Phân tích Nhiệm vụ, Năng lực Học sinh và Can thiệp của Giáo viên

Artelt, C. et al. (2001). Lesekompetenz: Testkonzeption und Ergebnisse. In J. Baumert, E. Klieme, & M. Neubrand et al. (Eds.), PISA 2000 – Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich (pp. 69–137). Opladen: Leske + Budrich. Artelt, C., & Schlagmüller, M. (2004). Der Umgang mit literarischen Texten als Teilkompetenz im Lesen? Dimensionsanalysen und Ländervergleiche. In U. Schiefele, C. Artelt, W. Schneider, & P. Stanat (Eds.), Struktur, Entwicklung und Förderung von Lesekompetenz (pp. 169–196). Wiesbaden: VS Verlag für Sozialwissenschaften. Artelt, C. et al. (2005). Expertise – Förderung von Lesekompetenz. Bonn: BMBW. Blum, W. (1998). Ursachen der TIMSS-Ergebnisse und Ansätze für Veränderungen des Mathematikunterrichts. In W. Blum & M. Neubrand (Eds.), TIMSS und der Mathematikunterricht (pp. 11–15). Hannover: Schroedel. Blum, W., & Leiss, D. (2007). How do students and teachers deal with mathematical modelling problems? The example Sugerloaf. In C. Haines et al. (Eds.), Mathematical modelling: education, engineering and economics (pp. 222–231). Chichester: Horwood. Blum, W., Galbraith, P., Henn, H.-W., & Niss, M. (Eds.) (2007). Modelling and applications in mathematics education—the 14th ICMI-study. New York: Springer. Borromeo Ferri, R. (2006). Theoretical and empirical differentiations of the phases in the modelling process. The International Journal on Mathematics Education, 38(2), 1–8. Borromeo Ferri, R. (2007). Modelling problems from a cognitive perspective. In C. Haines et al. (Eds.), Mathematical modelling: education, engineering and economics (pp. 260–270). Chichester: Horwood. Bortz, J. (2005). Statistik für Human- und Sozialwissenschaftler. Heidelberg: Springer Medizin Verlag. Cohors-Fresenborg, E. et al. (2004). Komplexität von Denkvorgängen und Formalisierung von Wissen. In M. Neubrand (Eds.), Mathematische Kompetenzen von Schülerinnen und Schülern in Deutschland: Vertiefende Analysen im Rahmen von PISA-2000 (pp. 109–144). Wiesbaden: VS-Verlag für Sozialwissenschaften. De Corte, E. et al. (2000). Self-regulation: a characteristic and a goal of mathematics education. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 681–726). San Diego: Academic Press. Galbraith, P. L., & Stillman, G. A. (2006). A framework for identifying student blockages during transitions in the modelling process. The International Journal on Mathematics Education, 38(2), 143–162. Goldmann, S. R., & Rakestraw, J. A. (2000). Structural aspekts of constructing meaning from text. In M. Kamil et al. (Eds.), Handbook of reading research. III (pp. 311–336). Mahwah: Lavrence Erlbaum. Hattie, J. (2007). Developing potentials for learning: evidence, assessment, and progress. Keynote address presented at the Biennial Conference of the Educational Association for Research in Learning and Instruction, Budapest, Hungary. Johnson-Laird, P. N. (1983). Mental models towards a cognitive science of language, inference, and consciousness. Cambridge: Cambridge University Press. Jordan, A. et al. (2006). Klassifikationsschema für Mathematikaufgaben. Berlin: Max-Planck-Institut. Kamil, M., Mosenthal, P., Pearson, P., & Barr, R. (2000). Handbook of reading research, III. Mahwah: Lavrence Erlbaum. Kaiser, G., & Sriraman, B. (2006). A global survey of international perspectives on modelling in mathematics education. The International Journal on Mathematics Education, 38(2), 302–310. Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92(1), 109–129. Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change—performance and engagement across countries. Paris: OECD. Leiss, D., & Blum, W. (2006). Beschreibung zentraler mathematischer Kompetenzen. In W. Blum, C. Drüke-Noe, R. Hartung, & O. Köller (Eds.), Bildungsstandards Mathematik: konkret (pp. 33–50). Berlin: Cornelsen Scriptor. Leiss, D. (2007). Lehrerinterventionen im selbständigkeitsorientierten Prozess der Lösung einer mathematischen Modellierungsaufgabe. Hildesheim: Franzbecker. Leiss, D., Blum, W., & Messner, R. (2007). Die Förderung selbstständigen Lernens im Mathematikunterricht – Problemfelder bei ko-konstruktiven Lösungsprozessen. Journal für Mathematik-Didaktik, 28(3/4), 224–248. Lienert, G. A., & Raatz, U. (1994). Testaufbau und Testanalyse. Weinheim: Beltz. Maaß, K. (2006). What are modelling competencies? The International Journal on Mathematics Education, 38(2), 113–142. Mayer, R. E., & Heagarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 29–54). Mahwah: Lawrens Erlbaum. Mosenthal, P. B., & Kirsch, I. S. (1991). Toward an explanatory model of document literacy. Discourse Processes, 12, 147–180. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston: McGraw Hill Higher Education. Neubrand, M. (Ed.) (2004). Mathematische Kompetenzen von Schülerinnen und Schülern in Deutschland: Vertiefende Analysen im Rahmen von PISA 2000. Wiesbaden: VS Verlag für Sozialwissenschaften. Niss, M. (1989). Aims and scope of applications and modelling in mathematics curricula. In W. Blum et al. (Eds.), Applications and modelling in learning and teaching mathematics (pp. 22–31). Chichester: Ellis Horwood. Niss, M., Blum, W., & Galbraith, P. (2007). Introduction. In W. Blum, P. Galbraith, H.-W. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education—the 14th ICMI-study (pp. 3–32). New York: Springer. Perels, F., Otto, B., Schmitz, B., & Bruder, R. (2007). Evaluation of a training programme to improve mathematical as well as self-regulatory competences. In M. Prenzel (Ed.), Studies on the educational quality of schools (pp. 197–219). Münster: Waxmann. Pollak, H. (1979). The interaction between mathematics and other school subjects. In New trends in mathematics teaching, Vol. IV (Eds: ICMI). Unesco (pp. 232–248). Reikeras, E. K. L. (2006). Performance in solving arithmetic problems: a comparison of children with different levels of achievement in mathematics and reading. European Journal of Special Needs Education, 21(3), 233–250. Reusser, K. (1988). Problem solving beyond the logic of things: contextual effects on understanding and solving word problems. Instructional Science, 17, 309–338. Reusser, K. (1989). Vom Text zur Situation zur Gleichung – Kognitive Simulation von Sprachverständnis und Mathematisierung beim Lösen von Textaufgaben. Bern. Schneider, W. et al. (2007). Lesegeschwindigkeits- und -verständnistest für die Klassen 6-12 LGVT 6-12. Göttingen: Hogrefe. Schnotz, W. (1994). Aufbau von Wissensstrukturen Untersuchungen zur Kohärenzbildung beim Wissenserwerb mit Texten. Weinheim: Beltz. Schnotz, W., & Dutke, S. (2004). Kognitionspsychologische Grundlagen der Lesekompetenz: Mehrebenenverarbeitung anhand multipler Informationsquellen. In U. Schiefele, C. Artelt, W. Schneider, & P. Stanat (Eds.), Struktur, Entwicklung und Förderung von Lesekompetenz (pp. 61–100). Wiesbaden: VS Verlag für Sozialwissenschaften. Sheskin, D. J. (Ed.) (2004). Handbook of parametric and nonparametric statistical procedures. Boca Raton: CRC Press. Stillman, G. A. (2000). Impact of prior knowledge of task context on approaches to applications tasks. Journal of Mathematical Behavior, 19, 333–361. Treilibs, V. et al. (1980). Formulation processes in mathematical modelling. Nottingham: Shell Centre for Mathematical Education. Verschaffel, L. et al. (2000). Making sense of word problems. Lisse: Taylor & Francis. Vom Hofe, R. (1998). Generation of basic ideas and individual images. In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a research domain (pp. 316–332). Dordrecht: Kluwer Academic. Weakliem, D. (2004). Introduction to the special issue on model selection. Sociological Methods and Research, 33(2), 167–187.