A Case Study of Teachers' Development of Well-Structured Mathematical Modelling Activities

Autor/inn/en	Stohlmann, Micah; Maiorca, Cathrine; Allen, Charlie
Titel	A Case Study of Teachers' Development of Well-Structured Mathematical Modelling Activities
Quelle	In: Mathematics Teacher Education and Development, 19 (2017) 2, S.4-24 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Case Studies; Mathematical Models; Mathematics Instruction; Learning Activities; Elementary School Teachers; Mathematics Activities; Graduate Study; Documentation; Teacher Attitudes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Lernaktivität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufbaustudium; Graduiertenstudium; Hauptstudium; Dokumentation; Lehrerverhalten
Abstract	This case study investigated how three teachers developed mathematical modelling activities integrated with content standards through participation in a course on mathematical modelling. The class activities involved experiencing a mathematical modelling activity, reading and rating example mathematical modelling activities, reading articles about mathematical modelling activities, and in-class discussion and feedback. We describe the teachers' development process and how well structured the activities were based on six principles of mathematical modelling activities. We also describe the teachers' interpretations of the six principles connected to their modelling activity. Two of the teachers were able to develop modelling activities that met the six principles while one teacher did not meet the generalizability and self-assessment principles. Developing mathematical modelling activities is a difficult task and the class activities allowed the teachers to go through revisions with their mathematical modelling activities to allow the opportunity for the activities to be properly structured. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01