Examining Preservice Teachers' Familiarity and Experiences with Mathematical Modeling Practices

Autor/inn/en	Asempapa, Reuben S.; Sastry, Aishwarya M.
Titel	Examining Preservice Teachers' Familiarity and Experiences with Mathematical Modeling Practices
Quelle	In: Investigations in Mathematics Learning, 13 (2021) 3, S.214-229 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2021.1936987
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Mathematical Models; Teaching Methods; Preservice Teachers; Familiarity; Student Experience; Misconceptions; Teacher Education Programs; Preschool Teachers; Elementary School Teachers; Middle School Teachers; Knowledge Level + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Missverständnis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Wissensbasis
Abstract	Mathematical modeling has been recognized and highlighted in most standards and reports as an important concept to the teaching and learning of mathematics. The study investigated 208 PK-8 preservice teachers' (PSTs') familiarity and experiences with mathematical modeling. The study adopted a survey-design perspective to collect data from 10 universities in a mid-western state in the United States of America (U.S.). Data collected were analyzed using both quantitative and qualitative methods. Results from the study indicated that PSTs were familiar with some outcomes related to mathematical modeling practices. However, their familiarity and experiences seem limited, and their perception of mathematical modeling practices were traditional in nature. Most of the PSTs had misconceived definitions regarding mathematical modeling and confused mathematical modeling with model mathematics. Furthermore, most PSTs reported they had no formal exposure or training in practices associated with mathematical modeling during their teacher preparation program. The findings suggest that infusing modeling courses or modules in existing methods or content courses in teacher education programs can be an effective way to elevate PSTs from unfamiliarity of mathematical modeling practices and standards These results along with a supplemental discussion have implications for teacher preparation programs and researchers centered on mathematical modeling education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01