Engaging Preservice Secondary Mathematics Teachers in Authentic Mathematical Modeling: Deriving Ampere's Law

Autor/inn/en	Corum, Kimberly; Garofalo, Joe
Titel	Engaging Preservice Secondary Mathematics Teachers in Authentic Mathematical Modeling: Deriving Ampere's Law
Quelle	In: Mathematics Teacher Educator, 8 (2019) 1, S.76-91 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-9789
Schlagwörter	Preservice Teachers; Secondary School Mathematics; Authentic Learning; Mathematical Models; STEM Education; Pedagogical Content Knowledge; Methods Courses; Public Colleges; Magnets; Mathematical Concepts; Learning Activities; Classroom Techniques; Learner Engagement; Virginia + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; STEM; Pädagogische Kompetenz; Methodisch-didaktische Anleitung; Stabmagnet; Lernaktivität; Klassenführung
Abstract	Incorporating modeling activities into classroom instruction requires flexibility with pedagogical content knowledge and the ability to understand and interpret students' thinking, skills that teachers often develop through experience. One way to support preservice mathematics teachers' (PSMTs) proficiency with mathematical modeling is by incorporating modeling tasks into mathematics pedagogy courses, allowing PSMTs to engage with mathematical modeling as "students" and as future "teachers." Eight PSMTs participated in a model-eliciting activity (MEA) in which they were asked to develop a model that describes the strength of the magnetic field generated by a solenoid. By engaging in mathematical modeling as "students," these PSMTs became aware of their own proficiency with and understanding of mathematical modeling. By engaging in mathematical modeling as future "teachers," these PSMTs were able to articulate the importance of incorporating MEAs into their own instruction. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01