An Examination of Preservice Teachers' Capacity to Create Mathematical Modeling Problems for Children

Autor/inn/en	Paolucci, Catherine; Wessels, Helena
Titel	An Examination of Preservice Teachers' Capacity to Create Mathematical Modeling Problems for Children
Quelle	In: Journal of Teacher Education, 68 (2017) 3, S.330-344 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117697636
Schlagwörter	Preservice Teachers; Mathematical Models; Elementary School Mathematics; Questioning Techniques; Knowledge Base for Teaching; Teaching Skills; Mathematics Skills; Evaluation Criteria; Educational Practices; Teaching Methods; Design Preferences; Educational Principles; Teacher Competencies; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Elementare Mathematik; Schulmathematik; Befragungstechnik; Fragetechnik; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Design requirements; Gestaltungsmittel; Bildungsprinzip; Lehrkunst; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study examined preservice teachers' (PSTs) capacity to create mathematical modeling problems (MMPs) for grades 1 to 3. PSTs created MMPs for their choice of grade level and aligned the mathematical content of their MMPs with the relevant mathematics curriculum. PSTs were given criteria adapted from Galbraith's MMP design principles to guide their work. These criteria were then used to evaluate the resulting MMPs, leading to findings and implications relevant to two areas--mathematics teacher education, and the design and evaluation of MMPs for young children. Results highlight an inclination toward creating problems for higher grade levels as well as concerns regarding both the PSTs' proficiency with the curriculum content and their capacity to create MMPs for particular content areas. Findings contribute to an important international conversation about the need for further research and development of resources aimed at supporting the integration of mathematical modeling in early childhood mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01