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  Mathematical Modelling: A guidebook for teachers and teams

  Peter Galbraith and Derek Holton

  This document aims to provide teachers with material that will enable them to prepare students to develop skills of mathematical modelling. Mathematical modelling is a process in which real-life situations and relations in these situations are expressed by using mathematics. Included in this publication are junior modelling problems for upper primary, junior or middle secondary levels; intermediate modelling problems for junior or middle secondary levels; and senior modelling problems for middle or senior secondary levels. A specific purpose of this material is to provide additional support to assist teachers and schools in choosing and mentoring student teams to participate in the International Mathematical Modeling Challenge (IM²C). The IM2C operates on the assumption that mathematics is everywhere in the world around us; the challenge is to identify its presence, access it, and apply it productively. The IM2C exists to help students: develop a systematic and successful approach to addressing individual problems located in real-world settings, and, through this development, enable students cumulatively to become effective solvers of real-world problems.

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  Mathematics: a curriculum profile for Australian schools

  Australian Education Council

  A joint project of the States, Territories and the Commonwealth of Australia initiated by the Australian Education Council, this is one of a series of sixteen documents representing collaborative curriculum development in Australia across eight areas of learning. The statements provide a framework for curriculum development by education systems and schools. They are divided into strands and further structured in four bands, roughly corresponding to the stages of schooling: lower primary, upper primary, junior secondary and post-compulsory. The statements do not provide a syllabus. Rather, they provide a foundation for courses which will meet students' needs and reflect advances in our knowledge - both of the learning area to which the statement is related and of how students learn. The statements encourage innovation and experimentation so that students have a positive experience of each learning area. The Australian Council for Educational Research (ACER) validated the levels, and the profiles were subject to intensive trialling in Australian schools.