
05970754
a
2011f.00113
Kuntze, Sebastian
Inservice and prospective teachers' views about modelling tasks in the mathematics classroom  results of a quantitative empirical study.
Kaiser, G. (ed.) et al., Trends in teaching and learning of mathematical modelling. Proceedings of the 14th international conference on the teaching of mathematical modelling and applications, ICTMA, Hamburg, Germany, July 2731, 2009. Berlin: Springer (ISBN 9789400709096/hbk; 9789400709102/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling 1, 279288 (2011).
2011
Berlin: Springer
EN
B50
C29
M19
teacher education
mathematical modeling
taskspecific views
educational research
doi:10.1007/9789400709102_28
Summary: Views of mathematics teachers about tasks with modelling relevance are likely to influence the ways teachers create learning opportunities in the classroom. As quantitative empirical evidence about such taskrelated views is scarce, this chapter reports on corresponding findings. In particular, views of prospective and inservice teachers are compared and possibilities of improving professional knowledge are identified.