Pre-Service Teachers' Experiences within Modelling Scenarios Enriched by Digital Technologies

Autor/inn/en	Villarreal, Mónica E.; Esteley, Cristina B.; Smith, Silvina
Titel	Pre-Service Teachers' Experiences within Modelling Scenarios Enriched by Digital Technologies
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 1-2, S.327-341 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Villarreal, Mónica E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0925-5
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Secondary School Teachers; Mathematics Teachers; Teaching Methods; Internet; Spreadsheets; Computer Software; Programming; Educational Technology; Technology Uses in Education; Visual Stimuli; Problem Solving; Mathematical Models + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Programmierung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemlösen; Mathematical model; Mathematisches Modell
Abstract	This paper presents issues related to the use of technology by secondary school pre-service mathematics teachers engaged in open mathematical modelling projects. Pre-service teachers developed these projects within a regular mathematics education course during the teacher education program at the university concerned. This environment, called a modelling scenario, is the context for our study, which is based on the analysis of projects produced by seven consecutive cohorts of pre-service teachers beginning in 2010. The research questions guiding our study seek to determine which technologies pre-service teachers chose, for which modelling purposes they chose them, and in which phases of the modelling process they were significantly used. During the modelling process, pre-service teachers used the Internet, spreadsheets, mathematical software and programming languages. The Internet, the most utilized technology, was used to find information or data, to select variables, or to formulate problems. The other three technologies significantly influenced the processes of mathematical solution and validation. The in-depth analysis of a single project shows an original use of visual affordances of technologies and a dialectical relationship between problem posing and technology use. The study enables us to conclude the necessity for coordinated action between mathematics educators and mathematicians to generate a deeper understanding of modelling as a pedagogical proposal and mathematical activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01