Investigating the Alignment to Mathematical Modelling of Teacher-Created Mathematical Modelling Activities Available Online

Autor/inn/en	Stohlmann, Micah; Yang, Yichen
Titel	Investigating the Alignment to Mathematical Modelling of Teacher-Created Mathematical Modelling Activities Available Online
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 5, S.671-686 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stohlmann, Micah) ORCID (Yang, Yichen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1961030
Schlagwörter	Mathematical Models; Mathematics Activities; Mathematics Instruction; Teacher Developed Materials; Web Sites; Mathematics Curriculum; Alignment (Education); Misconceptions; Secondary School Mathematics; Educational Technology + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Web-Design; Missverständnis; Unterrichtsmedien
Abstract	Mathematical modelling has garnered national and international interest due to its importance. Mathematical modelling can develop students' mathematical understandings, teamwork and communication practices. The ability for teachers to select appropriate mathematical modelling tasks is important to ensure the benefits listed for students are realized. The purpose of this study was to investigate the alignment to mathematical modelling of teacher-created curricular resources available through the Teachers Pay Teachers (TPT) website. The TPT website, where teachers can buy and sell resources, is used by millions of teachers each year. Through this research, we sought to investigate if the curricula that resulted in searches for mathematical modelling are aligned to mathematical modelling. We found that about 6% of the curricula resources in our searches could be considered mathematical modelling. These curricular resources are described. We also categorized the curricular resources from the searches, that were not coded as mathematical modelling. This provides insights into teachers' misconceptions of mathematical modelling. Implications for teachers and researchers for issues to be considered as the prevalence of online resources increases are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01