id: 06451968
dt: a
an: 2015d.00894
au: Bautista, Alfredo; Wilkerson-Jerde, Michelle H.; Tobin, Roger; Brizuela,
Bárbara M.
ti: Diversity in middle school mathematics teachers’ ideas about mathematical
models: the role of educational background.
so: Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of
the European Society of Research in Mathematics Education, Antalya,
Turkey, February 6‒10, 2013. Ankara: Middle East Technical University
(ISBN 978-975-429-315-9). 960-969 (2013).
py: 2013
pu: Ankara: Middle East Technical University
la: EN
cc: M19 D39 B50
ut: mathematical models; real-life problems; teachers’ educational
backgrounds
ci:
li:
ab: Summary: The purpose of this study was to explore the relationship between
mathematics teachers’ educational backgrounds and their ideas about
1) what constitutes a mathematical model of a real-world phenomenon,
and 2) how models and empirical data relate. Participants were 56
United States (US) in-service mathematics teachers (grades 5‒9). We
analysed teachers’ written responses to three open-ended questions
through content analysis. Results show our participants do not hold a
unitary understanding of mathematical models. Teachers with backgrounds
in mathematics education and science disciplines especially stressed
the usefulness of models to show general relationships, whereas those
with backgrounds in other disciplines stressed the importance of
producing exact results.
rv: