TY - JOUR
T1 - Development of prospective elementary teachers' mathematical modelling competencies and conceptions
AU - Tidwell, W.
AU - Anhalt, C. O.
AU - Cortez, R.
AU - Kohler, B. R.
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - This study examines prospective elementary teachers' growth and development of competencies, conceptions, and perceptions of mathematical modelling in a mathematics content course for elementary teachers. A series of lessons were implemented that engaged students in the modelling process through modelling tasks. The goal was to capture prospective teachers' thoughts and perceptions on the meaning of mathematical modelling and their conceptions of teaching and learning modelling at the elementary and middle school level. The research questions were: (1) How do prospective teachers translate the mathematical modelling cycle into their practice of doing modelling? and (2) How do prospective teachers' conceptions of modelling and teaching and learning modelling evolve throughout the implementation of a series of mathematical modelling lessons? Data sources included posters, modelling reports, responses to a pre- and post-intervention questionnaire, and semi-structured interview dialogue. Data analyses included mixed methods using provisional coding, open coding, and a categorical rubric. Findings from this study indicate that (1)Prospective elementary teachers translated the modelling cycle into their practice by developing their range of modelling competencies including multiple components of the modelling cycle, and (2) They developed a professionally appropriate conception of mathematical modelling along with productive perceptions of the benefits of teaching and learning modelling.
AB - This study examines prospective elementary teachers' growth and development of competencies, conceptions, and perceptions of mathematical modelling in a mathematics content course for elementary teachers. A series of lessons were implemented that engaged students in the modelling process through modelling tasks. The goal was to capture prospective teachers' thoughts and perceptions on the meaning of mathematical modelling and their conceptions of teaching and learning modelling at the elementary and middle school level. The research questions were: (1) How do prospective teachers translate the mathematical modelling cycle into their practice of doing modelling? and (2) How do prospective teachers' conceptions of modelling and teaching and learning modelling evolve throughout the implementation of a series of mathematical modelling lessons? Data sources included posters, modelling reports, responses to a pre- and post-intervention questionnaire, and semi-structured interview dialogue. Data analyses included mixed methods using provisional coding, open coding, and a categorical rubric. Findings from this study indicate that (1)Prospective elementary teachers translated the modelling cycle into their practice by developing their range of modelling competencies including multiple components of the modelling cycle, and (2) They developed a professionally appropriate conception of mathematical modelling along with productive perceptions of the benefits of teaching and learning modelling.
KW - Elementary teacher education
KW - mathematical modelling
KW - prospective teachers
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U2 - 10.1080/0020739X.2021.2005170
DO - 10.1080/0020739X.2021.2005170
M3 - Article
AN - SCOPUS:85121356988
SN - 0020-739X
VL - 54
SP - 2176
EP - 2196
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
IS - 10
ER -