Pre-Service Secondary Teachers' Pedagogical Content Knowledge for the Teaching of Mathematical Modelling

Autor/inn/en	Greefrath, Gilbert; Siller, Hans-Stefan; Klock, Heiner; Wess, Raphael
Titel	Pre-Service Secondary Teachers' Pedagogical Content Knowledge for the Teaching of Mathematical Modelling
Quelle	In: Educational Studies in Mathematics, 109 (2022) 2, S.383-407 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greefrath, Gilbert) ORCID (Siller, Hans-Stefan) ORCID (Klock, Heiner) ORCID (Wess, Raphael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10038-z
Schlagwörter	Preservice Teachers; Secondary School Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Mathematical Models; Teacher Competencies + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Mathematical model; Mathematisches Modell; Lehrkunst
Abstract	The article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help of a test developed for this purpose from a conceptual model, we examine whether this pedagogical content knowledge can be promoted in its different facets--especially knowledge about modelling tasks and about interventions--by suitable university seminars. For this purpose, the test was administered to three groups in a seminar for the teaching of mathematical modelling: (1) to those respondents who created their own modelling tasks for use with students; (2) to those trained to intervene in mathematical modelling processes; and (3) participating students who are not required to address mathematical modelling. The findings of the study--based on variance analysis--indicate that certain facets (knowledge of modelling tasks, modelling processes, and interventions) have increased significantly in both experimental groups but to varying degrees. By contrast, pre-service teachers in the control group demonstrated no significant change to their level of pedagogical content knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01