Prospective Teachers' Criteria for Evaluating Mathematical Modeling Problems

Autor/inn/en	Sahin, Seda; Dogan, Muhammed Fatih; Cavus Erdem, Zeynep; Gurbuz, Ramazan; Temurtas, Ali
Titel	Prospective Teachers' Criteria for Evaluating Mathematical Modeling Problems
Quelle	In: International Journal of Research in Education and Science, 5 (2019) 2, S.730-743 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Preservice Teachers; Mathematical Models; Mathematical Applications; Problem Solving; Mathematics Teachers; Mathematics Education; Teacher Competencies; Case Studies; Middle Schools; High Schools + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Angewandte Mathematik; Innermathematische Anwendung; Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Lehrkunst; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	This study examined the criteria used by prospective mathematics teachers in determining whether a problem was a mathematical modeling problem. Two data collection tools were used in this case study. The first was a written evaluation form which consists of four problems developed by 27 prospective teachers individually that enrolled in a Mathematical Modeling course. Among them, only one was a mathematical modeling problem and the others were traditional problems with some features of mathematical modeling problems. The other data collection tool was a semi-structured interview form which was used in the interviews with 12 prospective teachers. The data were analyzed using open and axial coding. The findings showed that pre-service teachers had some incorrect or incomplete information about mathematical modeling. The criteria used by teacher candidates were grouped under three categories: content characteristics, formal characteristics and outcome-based characteristics of the problems. The most common criteria used by the prospective teachers in evaluating the problems was the suitability of real life, being complex or thought-provoking and being interesting. In addition, it was determined that teacher candidates did not adopt standard criteria and that some of the criteria were shaped according to the problems. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01