Literaturnachweis - Detailanzeige
| Autor/inn/en | Anhalt, Cynthia Oropesa; Cortez, Ricardo; Bennett, Amy Been |
|---|---|
| Titel | The Emergence of Mathematical Modeling Competencies: An Investigation of Prospective Secondary Mathematics Teachers |
| Quelle | In: Mathematical Thinking and Learning: An International Journal, 20 (2018) 3, S.202-221 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1098-6065 |
| DOI | 10.1080/10986065.2018.1474532 |
| Schlagwörter | Preservice Teachers; Secondary Education; Mathematical Models; Secondary School Mathematics; Common Core State Standards; Mathematics Skills; Mathematics Activities; Preservice Teacher Education |
| Abstract | A study with prospective teachers without prior mathematical modeling experience sheds light on how their newly developed conceptual understanding of modeling manifested itself in their work on the final task of a modeling module within a pedagogy course in secondary mathematics curriculum and assessment. The main purpose of the module was to provide opportunity for the prospective teachers to experience the Common Core Mathematical Practice "Model with Mathematics" and begin to develop competency in modeling. Their work and reflections displayed a range of proficiency in several competencies associated with the modeling process. Examples of their work illustrating these ranges are provided. The prospective teachers expressed both struggle and rewards during the process, and reflected on challenges for teaching modeling. The results suggest that infusing modules in existing courses can be an effective way to elevate prospective teachers from unfamiliarity with modeling to noticeable levels of proficiency in various modeling sub-competencies. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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