Models and Mathematical Modelling: What Do Teachers and Preservice Teachers Know?

Abstract

The aim of the research is to examine the perspectives of teachers and preservice teachers in regard with models, mathematical models and mathematical modelling process in different variables terms and to compare them. In this research that is having quantitative research design survey method, which is one of the descriptive research technic, survey method is used. Research is performed with 127 teacher and preservice teachers. It is benefitted from a different survey in the stage of data collection and open ended questions that is developed by the researcher. In the analysis of the data, descriptive and inferential statistical methods and content analysis method were used. As a result, views of the teachers and preservice teachers regarding (mathematical) models and mathematical modelling shows differences according to some variables, however, it is not found out most significant differences in the views of the teachers and preservice teachers in regard with these subjects.

Mathematical Modeling Through the Eyes of Elementary and Middle Preservice Teachers

“…Although the CCSS-M emphasizes the need for teachers to teach mathematical modeling, many teachers have not experienced mathematical modeling as learners (Phillips, 2016) and most teachers are unfamiliar with mathematical modeling and accompanying practices (Usiskin, 2015). Researchers have argued and explained that teacher preparation programs must provide PSTs experiences, skills, and educational attitudes that are needed to teach mathematical modeling to their future classes (Akkan et al, 2018). Yet, few teacher preparation programs provide meaningful courses, course modules, or projects on issues relating to mathematical knowledge for teaching mathematical modeling (Akkan et al, 2018;Borromeo Ferri, 2018).…”

“…Researchers have argued and explained that teacher preparation programs must provide PSTs experiences, skills, and educational attitudes that are needed to teach mathematical modeling to their future classes (Akkan et al, 2018). Yet, few teacher preparation programs provide meaningful courses, course modules, or projects on issues relating to mathematical knowledge for teaching mathematical modeling (Akkan et al, 2018;Borromeo Ferri, 2018). Therefore, it is important that we support teacher preparation programs where such modeling experiences engage PSTs in reasoning and constructing mathematical models; assessing the extent to which a mathematical argument is valid; and developing, comparing, and evaluating alternative solution processes.…”