id: 06424060
dt: j
an: 2015c.00915
au: Bautista, Alfredo; Wilkerson-Jerde, Michelle H.; Tobin, Roger G.; Brizuela,
Bárbara M.
ti: Mathematics teachers’ ideas about mathematical models: a diverse
landscape.
so: PNA 9, No. 1, 1-28, electronic only (2014).
py: 2014
pu: Universidad de Granada, Facultad de Ciencias de la Educación, Departamento
de Didáctica de la Matemática, Granada
la: EN
cc: M19 D39
ut: educational background; mathematical models; mathematics teachers; modeling
ci:
li: http://www.pna.es/Numeros2/pdf/Bautista2014PNA9(1)Mathematics.pdf
ab: Summary: This paper describes the ideas that mathematics teachers (grades
5‒9) have regarding mathematical models of real-world phenomena, and
explores how teachers’ ideas differ depending on their educational
background. Participants were 56 United States in-service mathematics
teachers. We analyze teachers’ written responses to three open-ended
questions through content analysis. A varied landscape of ideas was
identified. Teachers referred to different entities as constituting
models, expressed different ideas about whether data points can be part
of models, and whether models convey more information than data.
Interesting differences according to educational background are
identified, especially between teachers with and without mathematics
backgrounds.
rv: