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Incorporating modeling activities into classroom instruction requires flexibility with pedagogical content knowledge and the ability to understand and interpret students’ thinking, skills that teachers often develop through experience. One way to support preservice mathematics teachers’ (PSMTs) proficiency with mathematical modeling is by incorporating modeling tasks into mathematics pedagogy courses, allowing PSMTs to engage with mathematical modeling as students and as future teachers. Eight PSMTs participated in a model-eliciting activity (MEA) in which they were asked to develop a model that describes the strength of the magnetic field generated by a solenoid. By engaging in mathematical modeling as students, these PSMTs became aware of their own proficiency with and understanding of mathematical modeling. By engaging inmathematical modeling as future teachers, these PSMTs were able to articulate the importance of incorporating MEAs into their own instruction.
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Developing preservice secondary mathematics teachers’ (PSMTs’) mathematical knowledge for teaching (MKT) in content courses
In this paper we present evidence that a) providing opportunities for PSMTs to engage with simulations of practice and b) making connections between advanced perspectives on geometry and 7-12 mathematics allows PSMTs to develop MKT in university mathematics content courses
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- Award ID(s):
- 1726723
- PAR ID:
- 10072571
- Date Published:
- Journal Name:
- In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education
- Page Range / eLocation ID:
- 826-833
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
