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2007 Book Chapter Assessment and Evaluation - OverviewGalbraith, Peter (2007). Assessment and Evaluation - Overview. Modelling and Applications in Mathematics Education. (pp. 405-408) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_44 |
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2007 Book Chapter Beyond the Low Hanging FruitGalbraith, Peter (2007). Beyond the Low Hanging Fruit. Modelling and Applications in Mathematics Education. (pp. 79-88) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_6 |
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2007 Book Chapter Beyond the low hanging fruitGalbraith, Peter L. (2007). Beyond the low hanging fruit. Modelling and Applications in Mathematics Education: The 14th ICMI Study. (pp. 79-88) edited by Blum, W., Galbraith, P. L., Henn, H. W. and Niss, M.. New York: Springer. |
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2007 Book Chapter Facilitating middle secondary modelling competenciesGalbraith, P., Stillman, G., Brown, J. and Edwards, I. (2007). Facilitating middle secondary modelling competencies. Mathematical Modelling: Education, Engineering and Economics. (pp. 130-140) edited by C. Haines, P. Galbraith, W. Blum and S. Khan. Chichester, United Kingdom: Horwood Publishing. doi: 10.1533/9780857099419.3.130 |
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2007 Book Chapter Authenticity and Goals — OverviewGalbraith, Peter (2007). Authenticity and Goals — Overview. Modelling and Applications in Mathematics Education. (pp. 181-184) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_17 |
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2005 Book Chapter Mathematical modelling in education: No end to the challengeGalbraith, P. L. (2005). Mathematical modelling in education: No end to the challenge. Mathematikunterricht im Spannungsfeld von Evolution und Evaluation. (pp. 41-53) edited by H.W. Henn and G. Kaiser. Berlin: Verlag Franzbecker. |
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2004 Book Chapter Interpreting commonalities and differences in technology aided learning: A contribution from zone theoryGalbraith, P. L. and Goos, M. E. (2004). Interpreting commonalities and differences in technology aided learning: A contribution from zone theory. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 310-317) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao. |
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2004 Book Chapter Learning to teach mathematics with technology: A sociocultural analysisGoos, M. E. and Galbraith, P. L. (2004). Learning to teach mathematics with technology: A sociocultural analysis. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 282-287) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao. |
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2003 Book Chapter Towards constructing a measure of the complexity of application tasksStillman, Gloria and Galbraith, Peter (2003). Towards constructing a measure of the complexity of application tasks. Mathematical Modelling: A Way of Life - ICTMA 11. (pp. 179-188) Horwood. |
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2003 Book Chapter Defending the Faith: Modelling to Increase the Accountability of Organisational LeadershipGalbraith, Peter (2003). Defending the Faith: Modelling to Increase the Accountability of Organisational Leadership. Mathematical Modelling: A Way of Life. (pp. 143-151) Elsevier Inc.. doi: 10.1533/9780857099549.3.143 |
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2003 Book Chapter Technology Enriched Classrooms: Some Implications for Teaching Applications and ModellingGalbraith, Peter, Goos, Merrilyn, Renshaw, Peter and Geiger, Vince (2003). Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50015-8 |
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2003 Book Chapter Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right HoleGeiger, Vince, Galbraith, Peter, Renshaw, Peter and Goos, Merrilyn (2003). Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right Hole. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 126-140) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50016-X |
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2003 Book Chapter Towards constructing a measure of the complexity of application tasksStillman, G. and Galbraith, P. L. (2003). Towards constructing a measure of the complexity of application tasks. Mathematical Modelling: A Way of Life ICTMA 11. (pp. 179-188) edited by Susan J. Lamon, Willard A. Parker and Ken Houston. Chichester England: Horwood Publishing. |
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2003 Book Chapter Mathematical modelling as pedagogy: Impact of an immersion programmeDunne, T. and Galbraith, P. L. (2003). Mathematical modelling as pedagogy: Impact of an immersion programme. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 16-30) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing. doi: 10.1016/B978-1-904275-05-3.50007-9 |
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2003 Book Chapter Defending the faith: Modelling to increase the accountability of organisational leadershipGalbraith, P. L. (2003). Defending the faith: Modelling to increase the accountability of organisational leadership. Mathematical Modelling: A Way of Life ICTMA 11. (pp. 143-151) edited by Susan J. Lamon, Willard A. Parker and Ken Houston. Chichester England: Horwood Publishing. |
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2003 Book Chapter Technology-enriched classrooms: Some implications for teaching applications and modellingGalbraith, P. L., Renshaw, P., Goos, M. E. and Geiger, V. S. (2003). Technology-enriched classrooms: Some implications for teaching applications and modelling. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing. |
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2001 Book Chapter Assumptions and context: Pursuing their role in modelling activityGalbraith, P.L. and Stillman, G. (2001). Assumptions and context: Pursuing their role in modelling activity. Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology. (pp. 300-310) edited by J.F. Matos, W. Blum, K. Houston and S.P. Carreira. Chicester, UK: Horwood. doi: 10.1533/9780857099655.5.300 |
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2001 Book Chapter Conceptual and procedural demands embedded in modelling tasksGalbraith, P. L. and Haines, C. (2001). Conceptual and procedural demands embedded in modelling tasks. Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology. (pp. 342-351) edited by J. F. Matos, W. Blum, K. Houston and S. P. Carreira. Chicester, UK: Horwood. |
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1999 Book Chapter Establishing a community of practice in a secondary mathematics classroomGoos, M., Galbraith, P. L. and Renshaw, P. (1999). Establishing a community of practice in a secondary mathematics classroom. Learning mathematics: from hierarchies to networks. (pp. 36-61) edited by Leone Burton. London: Falmer Press. doi: 10.4324/9780203016466-9 |
