Literaturnachweis - Detailanzeige
| Autor/inn/en | Stohlmann, Micah; Maiorca, Cathrine; Olson, Travis A. |
|---|---|
| Titel | Preservice Secondary Teachers' Conceptions from a Mathematical Modeling Activity and Connections to the Common Core State Standards |
| Quelle | In: Mathematics Educator, 24 (2015) 1, S.21-43 (23 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1062-9017 |
| Schlagwörter | Secondary School Teachers; Preservice Teachers; Mathematical Models; Mathematics Instruction; State Standards; Secondary School Mathematics; Student Attitudes; Mathematical Concepts; Concept Formation; Problem Solving; Mathematics Skills; Group Activities; Reflection |
| Abstract | Mathematical modeling is an essential integrated piece of the Common Core State Standards. However, researchers have shown that mathematical modeling activities can be difficult for teachers to implement. Teachers are more likely to implement mathematical modeling activities if they have their own successful experiences with such activities. This paper describes one well-structured framework for implementing mathematical modeling with the Common Core State mathematics standards that incorporates the Standards for Mathematical Practice. One class of preservice secondary teachers engaged in a mathematical modeling activity, reflected on their experience, and discussed how they could implement similar modeling activities. This study describes the preservice secondary teachers' work on the modeling activity, their impressions of the activity, and how the mathematical modeling activity was effectively structured in connection to the Common Core State Standards. (As Provided). |
| Anmerkungen | Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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