In: Teaching and applying mathematical modelling / eds.: J. S. Berry ... Chichester : Horwood [u.a.], 1984, S. 201-214
In connection with the (revived) demand for considering applications in the
teaching of mathematics, various schemata or lists of criteria have been
developed since the end of the sixties, which set up requirements about
closeness to the real world or about the type of mathematics being used, and
which have made it possible to analyze the available applications in their light.
After having stated the problem (in section 1), we present (in section 2) a
sketch of some of the best known of these and of some earlier schemata,
although we are not aiming for a complete picture. Then (in section 3) we
distinguish among different dimensions.in the analysis of applications. With
this as a basis, we develop (in section 4) our own suggestion for categorizing
types of applications and conceptions for an application-oriented mathematics
instruction. Then (in section 5) we illustrate our schemata by some examples of
performed evaluations. Finally (in section 6), we present some preliminary first
results of the analysis of teaching conceptions.