Developing understanding of mathematical modeling in secondary teacher preparation

Anhalt, Cynthia O.; Cortez, Ricardo

doi:10.1007/s10857-015-9309-8

Cited by 48 publications

(34 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar to the implementation of engineering design challenges, in mathematical modeling teachers need to be facilitators of learning and may need support to do this successfully. Also, research has shown that teachers have incomplete or incorrect understandings of mathematical modeling that demonstrates the need for professional development (e.g., Anhalt & Cortez, ; Gould, ).…”

Section: Discussionmentioning

confidence: 99%

A vision for future work to focus on the “M” in integrated STEM

Stohlmann

2018

School Sci & Mathematics

View full text Add to dashboard Cite

The integration of science, technology, engineering, and mathematics (STEM) education has received increased attention in the last decade. This is in part because of the need for students to increase in their STEM knowledge and competencies. Research is still needed to determine effective implementation models and curriculum for integrated STEM. Mathematics in particular has not received the focus it deserves with STEM integration. This paper discusses integration of STEM subjects that has a focus on mathematics (integrated steM); including summarizing and analyzing research done in the last ten years. A s.t.e.m. (Support, Topics, Emphasis, and Mathematical content) model for integrated steM research is presented to guide future research.

show abstract

Section: Discussionmentioning

confidence: 99%

A vision for future work to focus on the “M” in integrated STEM

Stohlmann

2018

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…Secondary mathematics teachers’ learning via mathematical modeling tasks and teaching of mathematical modeling has been examined in several studies (e.g., Anhalt & Cortez, ; Doerr & English, ; Tan & Ang, ). Anhalt and Cortez () examined PTs' evolving understanding of mathematical modeling as they participated in a mathematical modeling module in their secondary teacher education program. Throughout the module, PTs developed a conception of mathematical modeling as a process involving making assumptions and revising results that connected to real‐life situations (Anhalt & Cortez, ).…”

Section: Teachers’ Learning Of Mathematical Modelingmentioning

confidence: 99%

“…Anhalt and Cortez () examined PTs' evolving understanding of mathematical modeling as they participated in a mathematical modeling module in their secondary teacher education program. Throughout the module, PTs developed a conception of mathematical modeling as a process involving making assumptions and revising results that connected to real‐life situations (Anhalt & Cortez, ). Tan and Ang () described secondary mathematics teachers' development of mathematical modeling teaching practices during a school‐based professional development program.…”

Section: Teachers’ Learning Of Mathematical Modelingmentioning

confidence: 99%

“…Because the term modeling is used in various ways in mathematics and education courses, preservice teachers (PTs) do not naturally distinguish between mathematical and nonmathematical modeling. For example, Anhalt and Cortez () found their PTs initially viewed mathematical modeling as using representations of mathematical objects or demonstrating mathematical procedures.…”

Section: Introductionmentioning

confidence: 99%

“…Research studies on teacher education programs showed that learning opportunities varied considerably according to programs' emphases, courses, and field experiences (e.g., Gansle, Noell, & Burns, ). Several studies provide valuable insights into secondary mathematics teachers’ learning of mathematical modeling as one of the outcomes (e.g., Anhalt & Cortez, ; Doerr & English, ; Tan & Ang, ). However, research into experiences or perceptions of learning mathematical modeling (e.g., learning opportunities) in secondary preservice programs has yet to be conducted.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mathematical modeling opportunities reported by secondary mathematics preservice teachers and instructors

Jung

Stehr

2019

School Sci & Mathematics

View full text Add to dashboard Cite

Engaging with mathematical modeling can support learners to collaboratively explore mathematics in integrated ways as well as generate mathematical ideas and representations that may be useful in everyday life. Although several studies provide diverse insights into teaching and learning mathematical modeling, research has yet to be conducted on the mathematical modeling learning opportunities available to secondary mathematics preservice teachers (PTs) in mathematics and education courses in teacher education programs. This study investigates the mathematical modeling learning opportunities reported by 48 instructors and ten focus groups of 37 PTs.Multiple data sources (e.g., interview transcripts, syllabi, tasks, and exams) collected from universities were used to achieve triangulation in this case study of secondary preparation programs. When asked about mathematical modeling, both PTs and instructors reported rich examples of mathematical modeling from the opportunities afforded by their respective programs. Both also reported modeling experiences that were not mathematical modeling, such as word problems, representations, or demonstrations. Along with the study's particular themes and examples, common mathematical modeling opportunities recalled by PTs and instructors are elaborated in our findings. This study intends to begin a discussion of possible pathways for providing rich opportunities for PTs to engage in mathematical modeling. K E Y W O R D Salgebra, learning processes, math/math education, teacher education, teachers and teaching

show abstract

Adopting the Modelling Cycle for Representing Prospective and Practising Teachers’ Interpretations of Students’ Modelling Activities

Shahbari

Tabach

2019

ICME-13 Monographs

View full text Add to dashboard Cite

Teachers play an important role in determining how students work on modelling activities. In the current study, practising and prospective teachers engaged with modelling activities to develop their ability to identify students' modelling process. The study sought to answer the research question as to how the teachers' participation in modelling affects their interpretation of students' modelling activity. Data included two sets of participants' reports on their observations of a video-recorded modelling activity carried out by a group of five sixth-grade students, pre and post participation in four modelling activities. The findings indicate that prior to engaging with modelling activities, most participants described the students' modelling as linear, noting only the final mathematical model and mathematical results. After participating in the activities, most of the practising teachers' reports and a third of the prospective teachers's reports identified cyclical processes in the modelling.

show abstract

Developing understanding of mathematical modeling in secondary teacher preparation

Cited by 48 publications

References 20 publications

A vision for future work to focus on the “M” in integrated STEM

A vision for future work to focus on the “M” in integrated STEM

Mathematical modeling opportunities reported by secondary mathematics preservice teachers and instructors

Adopting the Modelling Cycle for Representing Prospective and Practising Teachers’ Interpretations of Students’ Modelling Activities

Contact Info

Product

Resources

About