id: 05834584
dt: a
an: 2011a.00123
au: Biembengut, Maria Salett; Hein, Nelson
ti: Mathematical modeling: Implications for teaching.
so: Lesh, Richard (ed.) et al., Modeling students’ mathematical modeling
competencies. ICTMA 13. Proceedings of the 13th international
conference on the teaching of mathematical modelling and applications,
July 22‒26, 2007. London: Springer (ISBN 978-1-4419-0560-4/hbk;
978-1-4419-0561-1/ebook). 481-490 (2010).
py: 2010
pu: London: Springer
la: EN
cc: B50 M10
ut: mathematical modeling; preservice teacher education; Brazil
ci:
li: doi:10.1007/978-1-4419-0561-1_41
ab: Summary: In this paper we present the main implications of Modeling in the
teaching of Mathematics where empirical data was obtained from the use
of mathematical modeling for teachers through Courses of Continuing
Education. The objectives of the research were to verify the
possibilities and difficulties in establishing modeling as a teaching
methodology. The experiment was conducted in four Courses given to 105
teachers. The main difficulty in terms of teachers’ education was
their lack of experience with tasks of this nature. It is rather rare
for teachers’ Mathematics training programs to include any
orientation regarding Modeling, whether in the use of the process or
its formal teaching. In spite of the difficulties, research has shown
that the adoption of mathematical models in teaching can lead to better
achievements for teachers and students, becoming one of the chief
agents for change.
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