
06670851
j
Cetinkaya, Bulent
Kertil, Mahmut
Erbas, Ayhan Kursat
Korkmaz, Himmet
Alacaci, Cengiz
Cakiroglu, Erdinc
Preservice teachers' developing conceptions about the nature and pedagogy of mathematical modeling in the context of a mathematical modeling course.
Math. Think. Learn. 18, No. 4, 287314 (2016).
2016
Taylor \& Francis (Routledge), Philadelphia, PA
EN
M19
C39
C29
doi:10.1080/10986065.2016.1219932
Summary: Adopting a multitiered designbased research perspective, this study examines preservice secondary mathematics teachers' developing conceptions about (a) the nature of mathematical modeling in simulations of ``real life'' problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike other studies that have focused on singletopic and lessonsized research sites, a coursesized research site was used in this study. Having been through several iterations over three teaching semesters, the 15week long course was implemented with 25 preservice secondary mathematics teachers. Findings revealed that preservice teachers developed ideas about the nature of mathematical modeling involving what mathematical modeling is, the relationship between mathematical modeling and meaningful understanding, and the nature of mathematical modeling tasks. They also realized the changing roles of teachers during modeling implementations and diversity in students' ways of thinking. The researchers' conceptual development, on the other hand, involved realizing the critical aspect of the ``teacher role'' played by the instructor during modeling implementations, and the need for more experience of modeling implementations for preservice teachers.