Evaluation of the learning environment designed to develop student mathematics teachers’ mathematical modelling competencies

Abstract

The purpose of this study was to examine the mathematical modelling competencies of student mathematics teachers within a learning environment that was based on a holistic approach to instruction. The participants were student mathematics teachers enrolled in undergraduate programmes at two different universities. In one of the university programmes, the participants took a mathematical modelling course that was taught according to a holistic approach, while the participants at the other university followed the standardized undergraduate programme that did not include a mathematical modelling course. The sub-competencies of mathematical modelling of the student mathematics teachers who participated in the mathematical modelling course were examined using an analytic rubric that was designed according to the holistic approach applied within the context of the study. In order to determine whether the observed changes were related to the experiences of mathematical modelling, these results were compared to the sub-competencies of mathematical modelling of the control group. The findings showed that experience within a learning environment based on mathematical modelling, as well as affective factors, supported the development of modelling competencies. On the other hand, it was observed that certain sub-competencies were difficult to develop; while many sub-competencies were enhanced by the modelling experiences, others were adversely affected. Furthermore, a certain group of sub-competencies was found not to be directly linked to modelling experiences.

Quantitative reasoning as a lens to examine changes in modelling competencies of secondary preservice teachers

“…Kaiser, 2007), undergraduate students (e.g. Haines et al, 2001), and teachers (Anhalt et al, 2018;Aydin-Güc & Baki, 2019;Durandt & Lautenbach, 2020). When focusing on PSTs (e.g.…”

“…When focusing on PSTs (e.g. Aydin-Güc & Baki, 2019;Haines et al, 2001;Kaiser, 2007), these studies did not explicitly investigate changes but described PSTs' competencies at one point in their projects, such as their engagement with a holistic modelling task (Anhalt et al, 2018;Govender, 2020), or word problems (Winter & Venkat, 2013).…”

The role of generating questions in mathematical modeling

“…However, in previous studies on setting up learning environments to develop mathematical modeling competencies, suggestions on interventions and instructions for students to carry out modeling have been described (e.g. Aydin-Güç & Baki, 2019;Blomhøj & Jensen, 2007;Blum & Borromeo Ferri, 2009). These suggestions can be taken into account when constructing principles for teaching mathematical modeling with an emphasis on generating questions (see section 5.2 below).…”

“…Subsequently, students are asked to present how they solved the problem to arrive at the mathematical solution. Then they need to discuss the model (Aydin-Güç & Baki, 2019), validate the mathematical model for the generating question in generating questions: stage 2, and proceed to the stage of solving the question. When moving to the interpretation and validation stages in a lesson, a gap may have arisen between mathematical conclusions surrounding a certain question and the real world.…”

Lessons (to be) Learned? An Investigation of Online Learning during the COVID-19 School Closures in a Brunei Primary School

“…The accommodation has led to myriad challenges, which left many teachers unequipped. Several empirical studies (Adedoyin & Soykan, 2020;Alves, Lopes, & Precioso, 2020;Aydin-Guc & Baki, 2019) have referred to the unavoidable transformation with shortfalls in teachers' competencies -content, pedagogical and technological knowledge. The transformation has uncovered limitations in how online learning is adapted in schools, and efforts such as free webinars and policy documents are constructed to support deficiencies (Teras, Suoranta, Teras, & Curcher, 2020).…”