Authenticity of elementary teacher designed and implemented mathematical modeling tasks

Turner, Erin E.; Bennett, Amy Been; Granillo, Monica; Ponnuru, Nishaan; McDuffie, Amy Roth; Foote, Mary Q.; Aguirre, Julia; McVicar, Elzena

doi:10.1080/10986065.2022.2028225

Cited by 8 publications

(4 citation statements)

References 44 publications

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“…Stohlmann et al (2017) stressed that the aspect of reality indicates the potential of modelling tasks which can promote students to interpret the activity meaningfully given their varying degrees of mathematical proficiency and general knowledge. It is also noted that this aspect reflects realistic scenarios that make sense in terms of students' real-life experiences and knowledge (Hartman et al, 2021; Unver et al, 2018;Turner et al, 2022). This is in line with the conceptualization of reality connection revealed by Palm (2007) highlighting that when a problem asks a question that is crucial to the real-world scenario being portrayed and thus accurately reflects significant elements of that circumstance, it has an authentic connection to reality.…”

Section: Introductionmentioning

confidence: 68%

Preservice Teachers in Real-world Problem-Posing: Can They Turn a Context into Mathematical Modelling Problems?

et al. 2022

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While problem-posing respecting real-world situations can be a promising approach for fostering modelling competence, research on modelling through problem posing is scant. This present paper aims to characterize the mathematical tasks designed by prospective teachers regarding the criteria of a modelling problem. Data were collected from fifty mathematical tasks posed by twenty-five preservice teachers as participants at a public university in Surabaya, Indonesia, within a summative test of an assessment course.The problem-posing task asked the participants to pose two different mathematical tasks from a given realworld situation. To analyze, the participants’ responses were coded as solvable or unsolvable tasks and then further coded regarding two aspects of modelling problem i.e., connection to reality and openness of a problem. Our analysis revealed that the participants tended to pose problems with authentic connections rather than artificial connections to reality. However, only a few of the posed problems were indicated to promote openness in terms of either various mathematical models or an unclear initial state, which is the crucial indicator of a modelling problem. Implications regarding modelling competence via problem-posing in preservice teacher education are discussed.

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Section: Introductionmentioning

confidence: 68%

Preservice Teachers in Real-world Problem-Posing: Can They Turn a Context into Mathematical Modelling Problems?

et al. 2022

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“…Thus, it is largely unclear how a theoretical and empirically robust model for the description and practical operationalization of authenticity in modelling test items might look like. Moreover, it is striking that Vos' approach, which is significant for the international discourse, is already used for the analysis of learning tasks (e.g., Turner et al, 2022) but is still unconsidered in analyses of test items.…”

Section: Authenticity In Modelling Test Itemsmentioning

confidence: 99%

Assessing authenticity in modelling test items: deriving a theoretical model

Schlüter,

Besser

2024

Front. Educ.

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Authenticity is considered a central feature in the context of teaching and learning mathematical modelling and is often demanded for both learning tasks and test items. Although large-scale studies hark back to this construct for years, it is largely unclear how a theoretical and empirically robust model for the description and practical operationalization of authenticity in modelling test items might look like. The article addresses this research desideratum and aims at deriving such a model based on existing theoretical concepts in mathematics education. The article provides a broad theoretical overview of the status quo of the construct and presents the “Model for Authenticity in Modelling Test Items” (MAMTI) as a result of those theoretical considerations. The model is based on the ideas of constructivist object authenticity and comprises a total of 8 aspects: real-world context, events, objects, question/assignment, data, figures, use of mathematics and purpose. The model enables further empirical studies to analyze and classify modelling test items or to vary them in terms of authenticity expression.

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“…Scenarios should be contextualized to better engage students' interest, aligning with their daily experiences like family, school, community, or hobbies (Silseth & Erstad, 2018;Turner et al, 2024). Furthermore, scenarios should integrate mathematical concepts, including time, space, quantity, and change, facilitating students' comprehension of abstract mathematical concepts through real-life experiences.…”

Section: Instructional Recommendationsmentioning

confidence: 99%

An instructional approach in mathematics learning for fourth-grade students based on collaborative learning and inquiry-based learning

Yu,

Jantharajit,

Srikhao

2024

5052

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This study combines collaborative learning and inquiry-based learning, analyzes the characteristics of fourth-grade mathematics textbook, and designs a instructional model based on collaborative learning and inquiry-based learning. Based on this instrcutional model, this study adopts a quasi-experimental design, involving 142 fourth-grade students from a public primary school in Chengdu, China, using pre-tests and post-tests to measure the effectiveness of the instrcutional model. The main research results indicate that students who receive instrcutional approach based on collaborative learning and inquiry-based learning show significant improvement in analytical thinking and reasoning skills compared to students receiving traditional teaching approach. The main contribution of this study lies in demonstrating that instrcutional approach based on collaborative learning and inquiry-based learning can effectively enhance the mathematical analytical thinking and reasoning skills of fourth-grade students, providing a replicable framework for educational practice.

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Authenticity of elementary teacher designed and implemented mathematical modeling tasks

Cited by 8 publications

References 44 publications

Preservice Teachers in Real-world Problem-Posing: Can They Turn a Context into Mathematical Modelling Problems?

Preservice Teachers in Real-world Problem-Posing: Can They Turn a Context into Mathematical Modelling Problems?

Assessing authenticity in modelling test items: deriving a theoretical model

An instructional approach in mathematics learning for fourth-grade students based on collaborative learning and inquiry-based learning

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