id: 02360930
dt: j
an: 2005d.01863
au: Julie, Cyril
ti: Work moments in mathematical modelling by practising mathematics teachers
with no prior experience of mathematical modelling and applications.
so: N. Z. J. Math. 32, Suppl., 117-124 (2003).
py: 2003
pu: University of Auckland, Department of Mathematics, Auckland; New Zealand
Mathematical Society, Auckland
la: EN
cc: M19 D49
ut: epistemic cultures; ethnomethodology
ci:
li:
ab: Inspired by orientations emanating from theories and developments on
practices, the sociology of scientific knowledge, knowledge-making as a
local workbench activity and activity systems theory, this research
studied the "acts of making" a mathematical model by practising
teachers with no prior experience of "the mathematical modelling way of
working". The description of the study is organised around the concept
of "work moments" which are the particular actions that are the focus
of attention of the mathematical model-building activity at a given
time. A table constructed by the participants played a crucial,
mediating and guidance-giving role and the work moments manifested
themselves primarily during construction of this table. The work
moments identified were shedding, compensation and variation. It is
concluded that descriptions of the nature of teacher learning are
crucial for the design of appropriate programmes for mathematics
teachers in situations where mathematical modelling and applications
were not part of their pre-service mathematics teacher education.
rv: