Description / Table of Contents: 1. Introduction; 2. Motivating problems; 3. Defining the problem; 4. Solution concepts; 5. Rational choice justifications of solutions; 6. Bargaining conventions; 7. The Nash bargaining problem as a tool for analyzing the social contract; Appendix. Braithwaite ranking; Bibliography.

Description / Table of Contents: Series Preface; Contents; Chapter 1: Cultural, Social, Cognitive and Research Influences on Mathematical Modelling Education; 1.1 Introduction; 1.2 Innovative Practices in Modelling Education Research and Teaching; 1.3 Research into, or Evaluation of, Teaching Practice; 1.4 Pedagogical Issues for Teaching and Learning of Modelling; 1.5 Influences of Technologies; 1.6 Assessment in Schools and Universities; 1.7 Applicability at Different Levels of Schooling, Vocational Education, and in Tertiary Education; 1.8 Conclusion; References

Description / Table of Contents: Part I: Innovative Practices in Modelling Education Research and TeachingChapter 2: Mathematical Modelling as a Strategy for Building-Up Systems of Knowledge in Different Cultural Environments; 2.1 Introduction; 2.2 The Generation of Knowledge; 2.3 How About Modelling?; References; Chapter 3: The Meaning of the Problem in a Mathematical Modelling Activity; 3.1 Introduction; 3.2 Problems, Mathematical Modelling and Meaning; 3.3 Design of the Study; 3.4 The Meaning of the Problem and the Generation of Interpretants in Mathematical Modelling Activities

Description / Table of Contents: 3.5 Discussion and Implications for Teaching, Learning and ResearchReferences; Chapter 4: Extending the Reach of the Models and Modelling Perspective: A Course-Sized Research Site; 4.1 Introduction; 4.2 Research Questions Addressed by the MMP; 4.3 Claims About the Nature of Knowing and Learning; 4.4 Research Tools and the Data Generated by Inquiry Within the MMP; 4.5 Extending the Questions; Expanding the Toolkit; 4.6 Some Assumptions and Conjectures; 4.6.1 Learning Progressions; 4.6.1.1 Alternative Model #1: Learning as Finding One´s Way Around in a Terrain

Description / Table of Contents: 4.6.1.2 Alternative Model #2: An Evolutionary Model for the Development of Ideas4.6.2 Teaching Problem Solving and Heuristics; 4.7 Implications for Design; 4.8 Conclusion: Contributions of a Course-Sized Research Site; References; Chapter 5: Prescriptive Modelling - Challenges and Opportunities; 5.1 Introduction; 5.2 Examples; 5.2.1 Example 1: BMI (Body Mass Index); 5.2.2 Example 2: A-Paper (DIN) Formats; 5.2.3 Example 3: The Gini Coefficient of Income Inequality; 5.2.4 Conclusions from the Examples; 5.3 Teaching and Learning of Prescriptive Modelling; 5.4 Challenges and Opportunities

Description / Table of Contents: ReferencesChapter 6: An Approach to Theory Based Modelling Tasks; 6.1 Introduction; 6.2 Theoretical Framework and Method; 6.2.1 Task Criteria; 6.2.2 Degree of Difficulty; 6.3 Design of the Pilot Study; 6.3.1 The Modelling Tasks; Toothpaste Item; Taj Mahal Item; Potato Item; 6.4 Results; 6.4.1 Toothpaste Item; 6.4.2 Taj Mahal Item; 6.4.3 Potato Item; 6.5 Discussion; 6.6 Outlook; References; Chapter 7: Facilitating Mathematisation in Modelling by Beginning Modellers in Secondary School; 7.1 Introduction; 7.2 Theoretical Frame; 7.3 Empirical Evidence; 7.4 Proposed Framework

Description / Table of Contents: 7.5 Illustrative Example

Description / Table of Contents: Series Preface, Gabriele Kaiser and Gloria StillmanChapter 1 Cultural, Social, Cognitive and Research Influences on Mathematical Modelling Education: Perspectives and Future Prospects, Gloria Stillman, Werner Blum, and Maria Salett Biembengut -- Part I Innovative Practices in Modelling Education Research and Teaching -- Chapter 2 Mathematical Modelling as a Strategy for Building-up Systems of Knowledge in Different Cultural Environments, Ubiratan D’Ambrosio -- Chapter 3 The Meaning of the Problem in a Mathematical Modelling Activity, Lourdes Maria Werle de Almeida and Karina Alessandra Pessoa da Silva -- Chapter 4 Extending the Reach of the Models and Modelling Perspective: A Course-Sized Research Site, Corey Brady, Richard Lesh and Serife Sevis -- Chapter 5 Prescriptive Modelling - Challenges and Opportunities, Mogens Niss -- Chapter 6 An Approach to Theory Based Modelling Tasks, Xenia-Rosemary Reit and Matthias Ludwig -- Chapter 7 Facilitating Mathematisation in Modelling by Beginning Modellers in Secondary School, Gloria Ann Stillman, Jill P. Brown and Vince Geiger -- Chapter 8 Authenticity in extra-curricular mathematics activities; researching authenticity as a social construct, Pauline Vos -- Chapter 9 The Teaching Goal and Oriented Learning of Mathematical Modelling courses, Mengda Wu, Dan Wang and Xiaojun Duan -- Part II Research into, or Evaluation of, Teaching and Learning -- Chapter 10 Modelling Competencies-Past Development and Further Perspectives, Gabriele Kaiser and Susanne Brand -- Chapter 11 How to Support Teachers to Give Feedback to Modelling Tasks Effectively? Results from a Teacher-Training-Study in the Co2CA Project, Michael Besser, Werner Blum and Dominik Leiss -- Chapter 12 A Reflection on Mathematical Modelling and Applications as a Field of Research: Theoretical Orientation and Diversity, Vince Geiger and Peter Frejd -- Chapter 13 Problem Solving Methods for Mathematical Modelling, Gilbert Greefrath -- Chapter 14 Improving Mathematical Modelling by Fostering Measurement Sense: An Intervention Study with Pre-service Mathematics Teachers, Maike Hagena -- Chapter 15 How do Students Share and Refine Models through Dual Modelling Teaching: The Case of Students who do not Solve Independently, Takashi Kawakami, Akihiko Saeki and Akio Matsuzaki -- Chapter 16 Exploring Interconnections between Real-World and Application Tasks: Case Study from Singapore, Dawn Ng and Gloria Ann Stillman -- Chapter 17 Mathematical Modelling Tasks and the Mathematical Thinking of Students, Bárbara Nilvada Palharini, Alvim Sousa Robim and Lourdes Maria Werle de Almeida -- Chapter 18 Measurement of Area and Volume in an Authentic Context: An Alternative Learning Experience through Mathematical Modelling, Santiago Manuel Rivera Quiroz , Sandra Milena Londoño Orrego and Carlos Mario Jaramillo López -- Chapter 19 Mathematical Modelling and Culture - An Empirical Study, Jhony Alexander Villa-Ocha and Mario J. Berrío -- Chapter 20 Mathematical Modelling of a Social Problem in Japan: The Income and Expenditure of an Electric Power Company, Noboru Yoshimura -- Part III Pedagogical Issues for Teaching and Learning -- Chapter 21 The Place of Mathematical Modelling in the System of Mathematics Education: Perspective and Prospect , Henry O.Pollak -- Chapter 22 Moving within a Mathematical Modelling Map, Rita Borromeo Ferri -- Chapter 23 Negotiating the Use of Mathematics in a Mathematical Modelling Project, Jussara de Loiola Araújo and Ilaine da Silva Campos -- Chapter 24 Moving Beyond a Single Modelling Activity, Jonas B Ärlebäck and Helen M. Doerr -- Chapter 25 The Possibility of Interdisciplinary Integration through Mathematical Modelling of Optical Phenomena, Jennifer Barboza, Luana Bassani, Luciano Lewandoski, and Lucilaine Abitante -- Chapter 26 Activation of Student Prior Knowledge to Build Linear Models in the Context of Modelling Pre-paid Electricity Consumption, José Luis Bossio Vélez, Sandra Milena Londoño Orrego, and Carlos Mario Jaramillo López -- Chapter 27 Mathematical Modellers’ Opinions on Mathematical Modelling in Upper Secondary Education, Peter Frejd -- Chapter 28 Modelling, Education, and the Epistemic Fallacy, Peter Galbraith -- Chapter 29 Reconsidering the Roles and Characteristics of Models in Mathematics Education, Toshikazu Ikeda and Max Stephens -- Chapter 30 Developing Statistical Numeracy: The Model Must Make Sense, Janeen Lamb and Jana Visnovska -- Chapter 31 Mathematical Modelling and Cognitive Load Theory: Approved or Disapproved? Jacob Perrenet and Bert Zwaneveld -- Chapter 32 Social-Critical Dimension of Mathematical Modelling, Milton Rosa and Daniel Clark Orey -- Chapter 33 Pedagogical Practices of Reflective Mathematical Modelling, Morgana Scheller, Paula Andrea Grawieski Civiero, and Fátima Peres Zago de Oliveira -- Chapter 34 Context Categories in Mathematical Modelling in Fundamentals of Calculus Teaching, Mara Kessler Ustra and Sandro Rogério Vargas Ustra -- Chapter 35 Applied Mathematical Problem Solving - Principles for Designing Small Realistic Problems, Dag Wedelin and Tom Adawi -- Part IV Influences of Technologies -- Chapter 36 Visualisation Tactics for Solving Real World Tasks, Jill Brown -- Chapter 37 Developing Modelling Competencies through the Use of Technology, Ruth Rodríguez Gallegos and Samantha Quiroz Rivera -- Chapter 38 Model Analysis with Digital Technology - a “Hybrid Approach”, Débora da Silva Soares -- Chapter 39 Collective Production with Mathematical Modelling in Digital Culture, Arlindo José de Souza Júnior, João Frederico da Costa Azevedo Meyer, Deive Barbosa Alves, Fernando da Costa Barbosa, Mário Lucio Alexandre, Douglas Carvalho de Menezes and Douglas Marin -- Part V Assessment in Schools and Universities -- Chapter 40 Learners’ Dealing with a Financial Applications-like Problem in a High-stakes School-leaving Mathematics Examination, Cyril Julie -- Chapter 41 Evidence of Reformulation of Situation Models: Modelling Tests before and after a Modelling Class for Lower Secondary School Students, Akio Matsuzaki and Masafumi Kaneko -- Part VI Applicability at Different Levels of Schooling, Vocational Education, and in Tertiary Education -- Chapter 42 Mathematical Modelling in the Teaching of Statistics in Undergraduate Courses, Celso Ribeiro Campos, Denise Helena Lombardo Ferreira, Otávio Roberto Jacobini and Maria Lúcia Lorenzetti Wodewotzki -- Chapter 43 Models and Modelling in an Integrated Physics and Mathematics Course, Angeles Domínguez, Jorge de la Garza, and Genaro Zavala -- Chapter 44 Research-based Modelling Teaching Activities: A case of Mathematical Positioning with GNSS, Xiaojun Duan , Dan Wang, and Mengda Wu -- Chapter 45 Mathematical Texts in a Mathematical Modelling Learning Environment in Primary School, Ana Virginia de Almeida Luna, Elizabeth Goumes Souza and Larissa Borges de Souza Lima -- Chapter 46 A Differential Equations Course for Engineers through Modelling and Technology, Ruth Rodríguez Gallegos -- Chapter 47 Contributions of Mathematical Modelling in Education of Youth and Adults, Jonson Ney Dias da Silva, Taise Sousa Santana and Carlos Henrique Carneiro -- Chapter 48 Pre-service Mathematics Teachers’ Experiences in Modelling Projects from a Socio-critical Modelling Perspective, Mónica E. Villarreal, Cristina B. Esteley and Silvina Smith -- Chapter 49 A Mathematical Modelling Challenge Program for J.H.S. Students in Japan, Akira Yanagimoto, Tetsushi Kawasaki and Noboru Yoshimura -- Part VII Modelling and Applications in the Lived Environment -- Chapter 50 Modelling the Wall: The Mathematics of the Curves on the Wall of Colégio Arquidiocesano in Ouro Preto, Daniel Orey and Milton Rosa -- List of Corresponding Authors -- Refereeing Process -- Index.

Description / Table of Contents: IntroductionL'Hôpital's Preface -- In Which We Give the Rules of this Calculus -- Use of the Differential Calculus for Finding the Tangents of All Kinds of Curved Lines -- Use of the Differential Calculus for Finding the Greatest and the Least Ordinates, to Which are Reduced Questions De maximis & minimis -- Use of the Differential Calculus for Finding Inflection Points and Cusps -- Use of the Differential Calculus for Finding Caustics by Reflection -- Use of the Differential Calculus for Finding Caustics by Refraction -- Use of the  Differential Calculus for Finding the Points of Curved Lines that Touch an Infinity of Lines Given in Position, Whether Straight or Curved -- The Solution of Several Problems that Depend Upon the Previous Methods -- A New Method for Using the Differential Calculus with Geometric Curves, from Which we Deduce the Method of Messrs, Descartes, and Hudde -- Appendices.

Description / Table of Contents: IntroductionPart 1. Antecedents -- Chapter 1. On Non-literal Approaches -- Chapter 2. Beautiful, Literally -- Chapter 3. Ugly, Literally -- Chapter 4. Problems of the Aesthetic Induction -- Chapter 5. Naturalizing the Aesthetic Induction -- Part 2. An Aesthetics of Mathematics -- Chapter 6. Introduction to a Naturalistic Aesthetic Theory -- Chapter 7. Aesthetic Experience -- Chapter 8. Aesthetic Value -- Chapter 9. Aesthetic Judgement I: Concept -- Chapter 10. Aesthetic Judgement II: Functions -- Chapter 11. Mathematical Aesthetic Judgements -- Part 3. Applications -- Chapter 12. Case Analysis I: Beauty -- Chapter 13. Case Analysis II: Elegance -- Chapter 14. Case Analysis III: Ugliness, Revisited -- Chapter 15. Issues of Mathematical Beauty, Revisited.

Description / Table of Contents: ForewordPreface -- Contributors -- I. Mathematical Knowledge for Teaching in Teacher Education -- Understanding Preservice Teachers' Curricular Knowledge -- Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction -- Using Coordination Classes to Analyze Preservice Middle-Grades Teachers' Difficulties in Determining Direct Proportion Relationships -- A Processes Lens on a Beginning Teacher's Personal and Classroom Mathematics -- Commentary on Section 1: Mounting Progress on Understanding Mathematics Teacher Content Knowledge -- II. Beliefs and Identities in Mathematics Teacher Education -- Photo-Elicitation/Photovoice Interviews to Study Mathematics Teacher Identity -- Teachers, Attributions, and Students' Mathematical Work -- Teacher Identity and Tensions of Teaching Mathematics in High-Stakes Accountability Contexts -- Teachers' Learning Journeys Toward Reasoning and Sense Making -- Commentary on Section 2: Attending to Teachers in Mathematics Teacher Education Research -- III. Tools and Techniques for Supporting Teacher Learning -- Preservice Elementary Mathematics Teachers' Emerging Ability to Write Problems to Build on Children's Mathematics -- Examining the Relationship Between Preservice Elementary Teachers' Attitutudes Toward Mathematics and Professional Noticing Capacities -- Transitions in Prospective Mathematics Teacher Noticing -- Teachers' Uses of a Learning Trajectory as a Tool for Mathematics Lesson Planning -- Commentary on Section 3: Research on Teachers' Focusing on Children's Thinking: Teacher Noticing and Learning Trajectories -- Overall Commentary: Understanding and Changing Teachers -- Author Index -- Subject Index.

Description / Table of Contents: Foreword I; Foreword II; Prologue; Contents; Part IDiscussion Document and Study Report; 1 Discussion Document; 1…Introduction; 1.1 Tentative Description of the Field; 1.2 Rationale for the Study; 2…The Role of Mathematics: Visibility and Black Boxes; 3…Examples of Use of Technology and Mathematics; 4…Communication and Collaboration; 5…Teaching and Learning of Industrial Mathematics: Making Industrial Mathematics More Visible; 6…Using Technology and Learning with Technology: Modelling and Simulation; 7…Teaching and Learning for Communication and Collaboration; 8…Curriculum and Syllabus Issues

Description / Table of Contents: 9…Teacher Training10…Good Practices and Lessons to be Learned; 11…Research and Documentation; Reference; 2 Report on the Study; 1…Aim and Scope of the Study; 2…The Discussion Document; 3…The Contributions Offered; 4…The Study Conference; 5…Work After the Study Conference; References; Part IIPlenary and Invited Lectures; 3 Getting Math off the Ground: Applied Mathematics at Boeing; 1…Introduction; 2…The Boeing Company; 3…The Boeing Applied Mathematics Group; 4…Big and Little Examples; 5…Working with Our Engineering Colleagues, and Helping Them Work with Us; References

Description / Table of Contents: 4 Mathematics in the Workplace: Issues and Challenges1…Findings from Ethnographic Studies; 2…Methods; 3…Techno-Mathematical Literacies in Manufacturing and Financial Industry; 4…Developing Techno-Mathematical Literacies; 5…Conclusions; References; 5 Mathematical Modeling Education is the Most Important Educational Interface Between Mathematics and Industry; 1…Mathematical Modeling is the Most Important Interface Between Mathematics and Industry; 2…Mathematical Modeling Education is the Most Important Educational Interface Between Mathematics and Industry

Description / Table of Contents: 3…China's Efforts in Strengthening Mathematical Modeling Education and ResearchReference; 6 Models for Industrial Problems: How to Find and How to Use them---in Industry and in Education; References; 7 Interfacing Education and Research with Mathematics for Industry: The Endeavor in Japan; 1…A Brief Historical Observation for Mathematics in Japan; 1.1 Historical Comments; 1.2 Mathematics in Japan; 1.3 Applied and Industrial Mathematics in Japan; 2…Education and Research Hub for Mathematics for Industry; 2.1 Mathematics for Industry; 2.2 Graduate School of Mathematics, Kyushu University

Description / Table of Contents: 2.3 Background About the Programs: From the Report by Nistep2.4 Various Activities; 3…Mext's 2009 Project ''Investigation and Estimation of Promotion of Cooperation of Mathematics and Mathematical Science with Other Fields''; 4…Foundation of the Research and Education Hub ''Institute of Mathematics for Industry'' in Kyushu University; 5…Asia-Pacific Consortium of Mathematics for Industry; Acknowledgments; Part IIIWG Education/Training with Industry Participation; 8 Education/Training with Industry Participation; 1…Introduction; 2…Theoretical Framework; 2.1 Informal Learning

Description / Table of Contents: 2.2 Boundary Crossing

Description / Table of Contents: Part I:Dicsussion document and Study ReportDiscussion Document (appeared in L’Enseignement Mathématique and ZDM 2009) -- Report on the Study (by the editors) -- Part II: Plenary and Invited Lectures -- Getting Math Off the Ground: Applied Mathematics at Boeing -- Mathematics in the Workplace: Issues and Challenges -- Mathematical Modelling Education is the Most Important Educational Interface between Mathematics and Industry -- Models for Industrial Problems: How to find and how to use them - in industry and in education -- Interfacing Educational & Research with Mathematics-for-Industry: The Endeavour in Japan -- Part III: WG Education/training with industry participation -- Report on the Working Group -- How is it Possible to Make Real-World Mathematics More Visible: Results From Italian Projects -- Project “Ways to More MINT-graduates” of the Bavarian Business Association with Focus on Mathematics at the University of Augsburg, Germany -- Mathematics in a Safety-Critical Work Context: The Case of Numeracy for Nursing -- Linking Professional Experiences With Academic Knowledge. The Construction of Statistical Concepts by Sales Manager Apprentices -- Learning Conversation in Mathematics Practice - School-Industry Partnerships as an Arena for Teacher Education -- The Threefold Dilemma of Missing Coherence -- The Project “Mathe-Meister” - A Mathematical Self Assessment Centre With Diagnostic Feedback For Vocational Trainees -- Part IV:WG University & academic technical/vocational education -- Report on the Working Group -- Mathematics for Engineering and Engineering for Mathematics -- Laboratory of Computational Mathematics: an interface between academia and industry -- Improving the industrial/mathematics interface -- Two masters on Mathematics for Industry at the Universities of Paris and of Pau -- Mathematics in Industry and Teachers Training -- Interfaces between Mathematics and Industry and the Use of Technology in Mathematics Education in India -- Modeling “Modeling”: Developing Habits of Mathematical Minds -- The evolution of graduate applied math courses in the Institute of Mathematics, University of the Philippines -- The Vertical Integration of Industrial Mathematics the WPI Experience -- Part V: WG Education in Schools -- Report on the Working Group -- Mathematical applications, modelling and technology as windows into industry based mathematical practice -- Mathematics Education and the Information Society -- Authentic Complex Modelling Problems in Mathematics Education -- Embedding Authentic Real World Tasks into Secondary Mathematics Curricula -- Drawing on understanding of workplace practice to inform design of general mathematics curricula -- Part VI: WG Mathematics-Industry Communication -- Report on the Working Group -- Engineering, Mathematics communication and Education: reflections on a personal experience -- A View on Mathematical Discourse in Research and Development -- Using Popular Science in a Mathematical Modeling Course -- Part VII:WG Technology issues -- Report on the Working Group -- Tackling the challenges of computational mathematics education of engineers -- Computational modelling in science, technology, engineering and mathematics education -- Incorporating the Ideas and Methods of Mathematical Modelling into Calculus Teaching -- Part VIII:WG The mathematics-industry interface -- Report on the Working Group -- Part IX: Selected Papers linked to more than one Working Group -- Using spreadsheets in the finance industry -- MITACS ACCELERATE: A Case Study of a Successful Industrial Research Internship Program -- A Meta-analysis of Mathematics Teachers of the GIFT Program Using Success Case Methodology -- Cultivating an Interface Through Collaborative Research between Engineers in Nippon Steel and Mathematicians in University -- An Introduction to CUMCM: China/Contemporary Undergraduate Mathematical Contest in Modeling -- Part X:Conclusion -- Conclusion.

Description / Table of Contents: Machine generated contents note: 1. Overview; Part I. Graph Theory and Social Networks: 2. Graphs; 3. Strong and weak ties; 4. Networks in their surrounding contexts; 5. Positive and negative relationships; Part II. Game Theory: 6. Games; 7. Evolutionary game theory; 8. Modeling network traffic using game theory; 9. Auctions; Part III. Markets and Strategic Interaction in Networks: 10. Matching markets; 11. Network models of markets with intermediaries; 12. Bargaining and power in networks; Part IV. Information Networks and the World Wide Web: 13. The structure of the Web; 14. Link analysis and Web search; 15. Sponsored search markets; Part V. Network Dynamics: Population Models: 16. Information cascades; 17. Network effects; 18. Power laws and rich-get-richer phenomena; Part VI. Network Dynamics: Structural Models: 19. Cascading behavior in networks.