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This study examines prospective elementary teachers’ growth and development of competencies, conceptions, and perceptions of mathematical modelling in a mathematics content course for ele- mentary teachers. A series of lessons were implemented that engaged students in the modelling process through modelling tasks. The goal was to capture prospective teachers’ thoughts and per- ceptions on the meaning of mathematical modelling and their conceptions of teaching and learning modelling at the elementary and middle school level. The research questions were: (1) How do prospective teachers translate the mathematical modelling cycle into their practice of doing modelling? and (2) How do prospective teachers’ conceptions of modelling and teaching and learning modelling evolve throughout the implementation of a series of mathematical modelling lessons? Data sources included posters, modelling reports, responses to a pre- and post-intervention questionnaire, and semi-structured interview dialogue. Data analyses included mixed methods using provisional coding, open coding, and a categorical rubric. Findings from this study indicate that (1)Prospective elementary teachers translated the modelling cycle into their practice by developing their range of modelling competencies including multiple components of the modelling cycle, and (2) They developed a professionally appro- priate conception of mathematical modelling along with productive perceptions of the benefits of teaching and learning modelling.
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Interrogation of Social Justice Contexts in Mathematical Modeling: The Use of Simulations of Practice in the Mathematical Preparation of Teachers
Research in prospective teachers’ development of mathematical modeling knowledge for teaching is gaining momentum. The Mathematics of Doing, Understanding, Learning, and Educating for Secondary Students [MODULE(S2)]* project developed a curriculum in modeling for teacher education that includes simulations of practice, in which prospective teachers reflect on and plan a discussion around student thinking, their models, and the contextualization of their results. We present an analysis of prospective teachers’ modeling work on the decreasing area of Indigenous reservation land in the U.S., and a simulation of practice which explores different methods for finding the area of land in connection to the injustice deeply rooted in the treatment of Indigenous people. This problem explores a critical social issue and calls for explicit attention to pedagogical knowledge in structuring discussions around the contextualization of the mathematical results.
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- PAR ID:
- 10352391
- Editor(s):
- Morska, J.; Rogerson, A.
- Date Published:
- Journal Name:
- Proceedings of the International Conference of The Mathematics Education for the Future Project.
- Page Range / eLocation ID:
- 26-31
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.37626/GA9783959872188.0.006
