Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation

Autor/inn/en	Anhalt, Cynthia Oropesa; Cortez, Ricardo
Titel	Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation
Quelle	In: Journal of Mathematics Teacher Education, 19 (2016) 6, S.523-545 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-015-9309-8
Schlagwörter	Mathematical Models; Secondary School Mathematics; Teacher Education; Preservice Teachers; Teacher Education Programs; Preservice Teacher Education; Common Core State Standards; Mathematics Education; Mathematics Instruction; Mathematics Skills; Mathematical Applications + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Common core curriculum; Curriculum; Kerncurriculum; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Angewandte Mathematik; Innermathematische Anwendung
Abstract	This study examines the evolution of 11 prospective teachers' understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include modeling as part of the school curriculum under current state standards. The module consisted of readings, analysis of the Common Core State Standards, carefully designed modeling activities, individual and group work, discussion, presentations, and reflections. The results show that while most prospective teachers had misconceived definitions of mathematical modeling prior to the module, they developed the correct understanding of modeling as an iterative process involving making assumptions and validating conclusions connected to everyday situations. The study reveals how the prospective teachers translated the modeling cycle into practice in the context of a carefully designed open-ended problem and the strong connections between modeling activities and promoting mathematical practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01