[1] Secretariat to produce curriculum, Curriculum Islamic Republic of Iran, The third Edition, research organizations and educational programming, (2009). [In Persian]
[2] M. Niss, W. Blum, and P. Galbraith, “Part 1: Introduction. In W. Blum, P. L. Galbraith, H. Henn, M. Niss, (Eds.)”,Modelling and Applications in Mathematics Education: ICMI Study 14,New York: Springer, pp.12-13, (2007).
[3] W. Blum, R.B. Ferri, “Mathematical Modeling: Can It Be Taught And Learnt?”, Journal of Mathematical Modeling and Application, Vol. 1, No. 1, pp. 45-58, (2009).
[4] A. Karimiyanzadeh, and A. Rafiepour, ‘Ignoring common sense in solving real-world problems’, Journal of Mathematics Education. Training Publications Office, the Research and Educational Planning, Ministry of Education and breeding. Vol. 107, pp 37- 44, (2012). [In Persian]
[5] K. Abdollahpour, the study levels of competency of modeling in grade 9th and 10th, Master Thesis, Shaid Bahonar university, Kerman, (2012). [In Persian]
[6] L. Verschaffel, “Taking the modeling perspective seriously at the elementary school level: promises and pitfalls (plenary lecture). In A.D. Cockburn & E. Nardi (Eds.)”, Proceeding of the 26th Conference of the international group for the psychology of mathematics education, Norwich, England University of East Anglia, Vol. 1 , pp. 64-80, (2002).
[7] G. Kaiser, and B. Schwarz, “Mathematical modelling as bridge between school and university”, ZDM-The International Journal of Mathematics Education, Vol. 36, No. 2, pp. 196-208, (2006).
[8] R. Borromeo Ferri, “On the influence of mathematical thinking styles on learners’ modeling behavior”, Journal for Didactics of Mathematics, Vol. 31, No. 1, pp. 99–118, (2010).
[9] C. Haines, and R. Crouch, “Remarks on
a Modeling Cycle and Interpreting Behaviors. In R. Lesh, P. L. Galbraith, W. Blum, & A. Hurford (Eds.)”, Modeling students' mathematical modeling competencies. ICTMA 13. New York: Springer, pp. 145-155, (2010).
[10] R. Borromeo Ferri, “Theoretical and empirical differentiations of phases in the modeling process”, ZDM-The International Journal of Mathematics Education, Vol. 38, No. 2, pp. 86–95, (2006).
[11] P. Galbraith, G. Stillman, J. Brown, and I. Edwards, “Facilitating middle secondary modeling competencies. In C. Haines, P. Galbraith, W. Blum, & S. Khan, (Eds.)”, Mathematical modeling (ICTMA12): Education, engineering and economics, (2006).
[12] P. Galbraith, and G. Stillman, “A framework for identifying student blockages during transitions in the modeling process”, ZDM-The International Journal of Mathematics Education, Vol. 38, No. 2, pp. 143-162, (2006).
[13] P. Galbraith, G. Stillman, and J. Brown, “Turning ideas into modeling problems. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.)”, Modeling students' mathematicalmodeling competencies New York: Springer, pp. 133-144, (2010).
[14] C. Huang, “Investigating engineering students’ mathematical modeling competency”, World Transactions on Engineering and Technology Education (WIETE), Vol. 10, No. 2, pp. 99-104, (2012).
[16] G. Stillman, P. Galbraith, J. Brown, and I. Edwards, “A framework for success in implementing mathematical modeling in the secondary classroom in mathematics. In J. Watson & K. Beswick (Eds.)”, Mathematics: Essential research, essential practice. Proceedings of the 30th annual conference of the Mathematics Research Group of Australasia, Hobart, Adelaide: MERGA, pp. 688-707, (2007).
[17] G. Stillman, Implementing applications and modeling in secondary school: Issues for teaching and learning. In B. Kaur & J. Dindyal (Eds.), Mathematical applications and modeling (Yearbook 2010 of the Association of Mathematics Educators), Singapore: World Scientific, pp. 300–322. (2010).
[18] G. Stillman, “Applying meta-cognitive knowledge and strategies to applications and modeling tasks at secondary school. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.)”, Trends in teaching and learning of mathematical modeling: ICTMA 14, New York: Springer, pp. 165-180, (2011).
[19] G. Stillman, “Applications and modeling research in secondary classrooms: What have we learnt? [Regular Lecture]”,
In Proceedings of the 12th international congress on mathematical education, held 8–15 July, (2012) at Seoul. Published on-line at:
www.icme12.org. Accessed 1 July 2015.
[20] J. Brown, “Inducting Year 6 Students into A Culture of Mathematician as a Practice. In G. Stillman ,G. Kaiser, W. Blum. & J , Brown, (Eds.)”, Teaching Mathematical Modeling: Connecting to Research and Practice, New York: Springer, pp. 295- 205, (2013).
[21] M. Ludwig, and B. Xu, “A Comparative Study of Modeling Competencies Among-Chinese and German Students”, Journal for didactics of Mathematics. Vol. 31, pp. 77–97, (2010).
[22] A. Mohammadpur, Qualitative research method counter method 1, The Practical stages and procedures in qualitative methodology, In: Tehran, Sociology, Second Edition, (2013).
[23] H. A. Abedi, ‘Application of phenomenological research in clinical sciences’, Journal of strategy, the nineteenth year, No. 54, pp. 227-224, (2010). [In Persian]
[24] M. T. Iman, Methodology of Qualitative Researches, In Qom, Department of philosophy of social science and humanities, Second Edition, (2014). [In Persian]
[25] A. Mohammadpur, Qualitative research method counter method 2, The Practical stages and procedures in qualitative methodology, In: Tehran, Sociology, Second Edition, (2013). [In Persian]
[26] R. Borromeo Ferri, “Personal experiences and extra-mathematical knowledge as an influence factor on modeling routes of pupils”, Paper presented at the Fifth Congress theEuropean Society for Research in Mathematics Education (CERME 5), Cyprus, Greece, (2007).
', './data/jte/coversheet/cover_en.jpg'))
Send comment about this article