Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

Autor/inn/en	Jacobs, Gerrie J.; Durandt, Rina
Titel	Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 1, S.61-84 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mathematics Teachers; Preservice Teachers; Inquiry; Foreign Countries; Mathematics Education; Mathematics Instruction; Nonparametric Statistics; Statistical Analysis; Teacher Attitudes; Mathematical Models; Teacher Education; Mathematics Achievement; Teacher Education Programs; Problem Solving; Pedagogical Content Knowledge; Student Attitudes; Grade 10; Grade 11; Grade 12; Secondary School Mathematics; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Statistische Analyse; Lehrerverhalten; Mathematical model; Mathematisches Modell; Lehrerausbildung; Lehrerbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Pädagogische Kompetenz; Schülerverhalten; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This study explores the attitudes of mathematics pre-service teachers, based on their initial exposure to a model-eliciting challenge. The new Curriculum and Assessment Policy Statement determines that mathematics students should be able to identify, investigate and solve problems via modelling. The unpreparedness of mathematics teachers in teaching modelling is widely recognized. Modelling was thus included for the first time in the mathematics education curriculum of a South African university. Based on their modelling exposure, the participants revealed their attitudes via an Attitudes towards Mathematics Modelling Inventory. The Mann Whitney U-test detected significant differences between gender and achievement groups. Most participants displayed positive attitudes towards modelling, even after this brief exposure. The main implications of the study are that the modelling competencies of mathematics pre-service-teachers could be strengthened during their formal education by lecturers that adopt an appropriate modelling pedagogy that takes cognizance of their attitudes, while gradually building their confidence. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01