Mathematics Teachers' Ideas about Mathematical Models: A Diverse Landscape

Autor/inn/en	Bautista, Alfredo; Wilkerson-Jerde, Michelle H.; Tobin, Roger G.; Brizuela, Bárbara M.
Titel	Mathematics Teachers' Ideas about Mathematical Models: A Diverse Landscape
Quelle	In: PNA, 9 (2014) 1, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1886-1350
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Mathematical Models; Teacher Background; Content Analysis; Surveys; Teaching Methods; Educational Attainment; Middle School Teachers; Faculty Development; Majors (Students); Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Mathematical model; Mathematisches Modell; Inhaltsanalyse; Survey; Umfrage; Befragung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsabschluss; Bildungsgut; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Qualitative Forschung; Statistische Analyse
Abstract	This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers' ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers' written responses to three open-ended questions through content analysis. A varied landscape of ideas was identified. Teachers referred to different entities as constituting models, expressed different ideas about whether data points can be part of models, and whether models convey more information than data. Interesting differences according to educational background were identified, especially between teachers with and without mathematics backgrounds. (As Provided).
Anmerkungen	Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01