Correction to: Mathematical Modelling Education in East and West

Abstract

The book was inadvertently published with an incorrect first name and last name for the chapter author have been corrected in the chapter 2.And The volume editor has missed include one of the approved chapter 55 in this book, chapter 55 have been inserted.The correction chapters and the book have been updated with changes.

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

“…Mathematical modeling has become part of the educational standards in many institutions worldwide, being included in the curriculum of different scholar levels and careers from pedagogy, science, technology, and engineering. The researchers in mathematical modeling have emphasized different pedagogical goals as developing of modeling competencies through centered subject activities, orquestation of teaching and learning processes, developing of critical understanding of different situations, and students' motivation [143,144].…”

“…This is, in the case (i), the modeling is a mean for attainment curricular contents and, in (ii), the modeling seeks first to nurture and enhance the ability of students to solve authentic real-world or life-like problems. In the case of (ii), the mathematical modeling process has been described as a cyclic process involving phases which are well discussed in [8,9,143,144,146]. A wide and documented discussion of meanings, approaches, priorities, challenges, and research perspectives associated with the mathematical modeling is presented in [145].…”

Proposal of a Mathematical Modelling Activity to Facilitate Students’ Learning of Ordinary Differential Equation Concepts

“…In this approach, mathematical modelling also looks to motivate students by solving real-world or life problems [29]. An extensive discussion of the concepts related to mathematical modelling is developed in [29] (see also [24,[30][31][32][33]).…”