Evolution of Mathematics Teachers’ Pedagogical Knowledge when They are Teaching Through Modeling

Abstract

Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students" mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers" knowledge to use modeling in mathematics education and how this knowledge evolves. The aim of this study is to investigate how teachers" pedagogical knowledge to use modeling in the classroom is formed and modified through professional development activities based on lesson study cycle from modeling perspective. The professional development program reported in this study included five monthly cycles consisted of meeting before the implementation, implementation of the activity and a follow up meeting. The participants were four in-service mathematics teachers. Results showed that the program provided opportunities for teachers to test, revise, and refine their knowledge. More specifically, teachers generated effective strategies for proper implementation of the modeling activities in the classroom.

Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling

“…Aydogan Yenmez et al [24], Diefes-Dux et al [25] Rubrics are instruments designed to help assessors, teachers, and students to judge the quality and progress in student's performance [26]. These instruments are used for both summative and formative assessment.…”

TPACK Self-Efficacy Perceptions of Science Teachers: A Structural Equation Modeling Study

“…Bu durum Shulman (1986) tarafından ortaya atılan PAB kavramının konu alanına özgü olarak değişim gösterdiğini ortaya çıkarmaktadır. Bu nedenle öğretmenlerin her konu alanına özel pedagojik alan bilgisi geliştirmesi gerekmektedir (Akerson, Carter, Rogers ve Pongsanon, 2018;Aydoğan Yenmez, Erbaş, Alacacı, Çakıroğlu ve Çetinkaya, 2017;Shulman, 1986;Tekkaya ve Kılıç, 2012). , TPAB üzerine yapmış olduğu alan yazın çalışmasında, TPAB üzerine yapılan tüm kuramsal çalışmaların ABD merkezli olduğunu (Chai, Koh ve Tsai, 2013), Türkiye'de TPAB bilgi yapısının daha iyi anlaşılabilmesi için yeni kuramsal çalışmalara ihtiyaç duyulduğunu belirtmiştir.…”

Examining Practicing Teachers’ Knowledge and Attitudes toward Mathematical Modeling

“…Additionally, in the United States of America (U.S.), the (COMAP & SIAM, 2016) emphasize the importance of mathematical modeling as an essential component of mathematics instruction. Teachers' knowledge and attitudes toward mathematical modeling are crucial for effective teaching and learning of school mathematics (Aydogan-Yenmez et al, 2017;Blum, 2015;Lesh, 2012). However, the GAIMME report indicates that most practicing and future teachers have limited experience with mathematical modeling practices and how to integrate it into their teaching of mathematics (COMAP & SIAM, 2016).…”