South African and Norwegian Prospective Teachers’ Critical Discussions About Mathematical Models Used in Society

Kacerja, Suela; Julie, Cyril; Gierdien, Mohammad Faaiz; Herheim, Rune; Lilland, Inger Elin; Smith, Charles R.

doi:10.1007/978-3-030-66996-6_42

Cited by 3 publications

(1 citation statement)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Refs. [31,32] described how MTEs stimulated critical mathematical discussions on the use of indices, such as the body mass index (BMI), inspired by modelling as critiqued by [7]. The primary school teachers in their course were shown a picture of a muscular athlete with a BMI of 35.8 kg/m 2 (which would put him in the obesity range).…”

Section: Integrating Mathematical Modelling and Societal Issues In Te...mentioning

confidence: 99%

Integrating Societal Issues with Mathematical Modelling in Pre-Service Teacher Education

Steffensen

Kasari

2023

Education Sciences

View full text Add to dashboard Cite

The complex societal phenomena occurring in our daily lives and the ongoing curricula demands of mathematics education imply the responsibility of teachers to discuss societal issues with their students in mathematics classrooms. Yet, the ways in which teachers respond to these demands are neither given nor straightforward. In this case study, we aim to understand how pre-service teachers are introduced to addressing societal issues during mathematical modelling activities through the examples utilised by a teacher educator. Theoretical perspectives from socio-critical modelling are used to investigate examples from a mathematics teacher education course where socio-critical perspectives of modelling activities were addressed. We found that the teacher educator included multiple activities with contexts relevant to pre-service teachers, such as littering, body images, and oil spills, and focused on problem posing. Also, the complexity of socio-critical modelling activities was illustrated by bringing various perspectives and alternatives, and a need for commitment to action and assuming responsibility was discussed. Our findings conclude that mathematical modelling can be one way of incorporating socio-critical issues in teacher education to prepare pre-service teachers to be, and become, critical and responsible citizens, yet, doing so requires the engagement of a community of teacher educators.

show abstract

Section: Integrating Mathematical Modelling and Societal Issues In Te...mentioning

confidence: 99%

Integrating Societal Issues with Mathematical Modelling in Pre-Service Teacher Education

Steffensen

Kasari

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

A Systematic Review of Research on the Use of Mathematical Modelling in the South African Education

Jakobsen,

Mhakure

2024

International Perspectives on the Teaching and Learning of Mathematical Modelling

View full text Add to dashboard Cite

Layers of Ethical Awareness: Mathematics Teachers’ Concerns on Including Socio-political Issues

Hauge,

Kacerja,

Lilland

et al. 2024

Advances in Mathematics Education

View full text Add to dashboard Cite

South African and Norwegian Prospective Teachers’ Critical Discussions About Mathematical Models Used in Society

Cited by 3 publications

References 8 publications

Integrating Societal Issues with Mathematical Modelling in Pre-Service Teacher Education

Integrating Societal Issues with Mathematical Modelling in Pre-Service Teacher Education

A Systematic Review of Research on the Use of Mathematical Modelling in the South African Education

Layers of Ethical Awareness: Mathematics Teachers’ Concerns on Including Socio-political Issues

Contact Info

Product

Resources

About