Preservice Teachers Engage in a Project-Based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program

Autor/inn/en	Nguyen, An; Nguyen, Duyen; Ta, Phuong; Tran, Toan
Titel	Preservice Teachers Engage in a Project-Based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program
Quelle	In: International Electronic Journal of Mathematics Education, 14 (2019) 3, S.657-666 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Preservice Teachers; Learner Engagement; Active Learning; Student Projects; Numeracy; Teacher Education Programs; Pedagogical Content Knowledge; Foreign Countries; Secondary Education; Mathematical Models; Curriculum Development; Curriculum Implementation; Program Effectiveness; Mathematics Education; Mathematics Teachers; Secondary School Mathematics; Vietnam + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Rechenkompetenz; Pädagogische Kompetenz; Ausland; Sekundarbereich; Mathematical model; Mathematisches Modell; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	To meet the demand of the incoming school curriculum reform focusing on competency-based learning in Vietnam, this paper reports on an innovation project on developing secondary mathematics preservice teachers' (PSTs) mathematical literacy and preparing them to teach mathematics contextually. We developed a curriculum and studied the effectiveness of the implementation to a secondary mathematics PST education program that integrates mathematical literacy (ML) in methods courses. The courses offer PSTs opportunities to experience ML as active learners and prepare them to teach ML. In this paper, we discuss the results on a project-based modeling task. The results showed that the PSTs begin to develop an understanding of ML when they engaged with the phases of the modeling cycle at different levels of sophistication. The PSTs did not take advantage of visual representations to support the analysis of the project-based task and to communicate their work. Discussion about the tension between simplifying models and reflecting the real problem and directions for future study are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01