An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children

Abstract

This study examined pre-service teachers' (PSTs) capacity to create mathematical modeling problems (MMPs) for grades 1-3. PSTs created MMPs for their choice of grade level and aligned the mathematical content of their MMPs with the relevant mathematics curriculum.PSTs were given criteria adapted from Galbraith's (2007) MMP design principles, to guide their work. These criteria were then used to evaluate the resulting MMPs, leading to findings and implications relevant to two areas -mathematics teacher education and the design and evaluation of MMPs for young children. Results highlight an inclination toward creating problems for higher grade levels as well as concerns regarding both the PSTs' proficiency with the curriculum content and their capacity to create MMPs for particular content areas. Findings contribute to an important international conversation about the need for further research and development of resources aimed at supporting the integration of mathematical modeling in early childhood mathematics education.

Invited Lectures from the 13th International Congress on Mathematical Education

“…(Takahashi et al 2013, p. 243) Designing teacher preparation programs that foster the appropriate knowledge, skills and dispositions for pre-service teachers has been an enduring challenge in mathematics education . At Stellenbosch University, lesson study has been implemented in their preparation program for prospective foundation phase teachers for the past five years to develop pre-service teachers' knowledge, skills and dispositions through reflective practice and to scaffold their awareness and interpretation of learners' mathematical reasoning, specifically during lessons (Paolucci and Wessels 2017). The focus of the research described in this paper is on determining the growth and depth of pre-service teachers' noticing of the mathematical reasoning of learners during research lessons over a two-year period in this preparation program.…”

The Development of Teachers’ Knowledge of the Nature of Mathematical Modeling Scale

“…Therefore, it is essentail we design and develp research studies centered on teachers that focus on the content knowledge pertaining to the nature of mathematical modeling. In recent years, the knowledge of teachers regarding mathematical modeling practices has received much discussion in the literature (Borromeo Ferri, 2018;Kaiser, Schwarz, & Tiedmann, 2010;Paolucci & Wessels, 2017). However, within mathematics education, defining the knowledge of mathematical modeling could seem as a complex construct because of the discrepancy in the components associated with the mathematical modeling process usually used as a criterion in teaching mathematical modeling.…”

Noticing in Pre-service Teacher Education: Research Lessons as a Context for Reflection on Learners’ Mathematical Reasoning and Sense-Making

“…(Takahashi et al 2013, p. 243) Designing teacher preparation programs that foster the appropriate knowledge, skills and dispositions for pre-service teachers has been an enduring challenge in mathematics education (Hiebert et al 2003). At Stellenbosch University, lesson study has been implemented in their preparation program for prospective foundation phase teachers for the past five years to develop pre-service teachers' knowledge, skills and dispositions through reflective practice and to scaffold their awareness and interpretation of learners' mathematical reasoning, specifically during lessons (Paolucci and Wessels 2017). The focus of the research described in this paper is on determining the growth and depth of pre-service teachers' noticing of the mathematical reasoning of learners during research lessons over a two-year period in this preparation program.…”