Pre-service Teachers’ Developing Conceptions about the Nature and Pedagogy of Mathematical Modeling in the Context of a Mathematical Modeling Course

Çetinkaya, Bülent; Kertil, Mahmut; Erbaş, Ayhan Kürşat; Korkmaz, Himmet; Alacaci, Cengiz; Çakıroğlu, Erdinç

doi:10.1080/10986065.2016.1219932

Cited by 29 publications

(22 citation statements)

References 65 publications

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“…One of the barriers to effective application of modelling activities in the classroom is the limited nature of teachers' subject-specific and pedagogical knowledge about modelling (Kuntze, Siller & Vogl, 2013). Therefore, the prospective teachers' qualifications vis-à-vis modelling activities are considered an important issue that has been addressed in various studies (e.g., Borromeo-Ferri & Blum, 2010;Cetinkaya et al, 2016). Different types of courses for prospective teachers have been suggested, such as a course integrating theory and practice as suggested by Borromeo-Ferri and Blum (2010).…”

Section: Educating Teachers For Modelling Activitiesmentioning

confidence: 99%

“…Along the same lines, several other studies have also noted that engaging in modelling activities has positive effects for prospective teachers. These include developing their ideas about the nature of modelling and modelling tasks (Cetinkaya et al, 2016); changing their beliefs concerning mathematics from static views to more application-oriented views (Kaiser & Schwarz, 2006); influencing their ability to construct modelling activities while considering different principles (Bukova-Güzel, 2011); having an impact on their knowledge, skills, and opinions regarding mathematical modelling (Ciltas & Isik, 2013); and affecting their pedagogical content knowledge about mathematical modelling and their self-efficacy in modelling (Maaß & Gurlitt, 2011).…”

Section: Educating Teachers For Modelling Activitiesmentioning

confidence: 99%

“…With respect to the education of mathematics teachers, the modelling approach posits that expertise in teaching should be reflected in what teachers can "do" and what they "see" in teaching, learning, and problem-solving situations (Lesh & Lehrer, 2003: p. 111), so that their interventions while their students engage in modelling activities will be effective (Blum & Leiß, 2005). Several studies (e.g., Cetinkaya et al, 2016) have reported barriers and difficulties among prospective teachers that were related to the teaching and learning of modelling. Thus, it is important to develop modelling competencies and knowledge (Tan & Ang, 2013).…”

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confidence: 99%

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Developing prospective mathematics teachers’ knowledge of the modelling approach

Shahbari

Tabach

2018

sciED

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Modelling is considered an important approach that requires prospective teachers to be qualified both in modelling competencies and in pedagogical knowledge. In order to investigate the development of these competencies, we examined 49 prospective mathematics teachers studying in a course that included a sequence of modelling activities. During the course, groups of 5–6 participants engaged in these modelling activities as learners. The data include two sets of reports by the prospective teachers on their observations of a recorded modelling activity carried out by a group of five 6th grade students. The first set of reports was collected before the prospective teachers worked on any modelling activities, while the second set was collected after they had engaged in the modelling activities. The findings indicate that, prior to working on modelling activities, most of the prospective teachers described the students’ modelling activity as a linear process and focused on the final mathematical model and the mathematical results. After the prospectiveteachers engaged in the activities, most of their reports identified cyclical processes as the mathematical models progressed.

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Section: Educating Teachers For Modelling Activitiesmentioning

confidence: 99%

Section: Educating Teachers For Modelling Activitiesmentioning

confidence: 99%

mentioning

confidence: 99%

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Developing prospective mathematics teachers’ knowledge of the modelling approach

Shahbari

Tabach

2018

sciED

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“…Some researchers (e.g. Altay et al 2014;Çetinkaya et al 2016;Kang and Noh 2012;Shahbari 2018;Tan and Ang 2016) have suggested that practising and prospective teachers should engage in modelling activities as learners in order to become qualified in modelling.…”

Section: Introductionmentioning

confidence: 99%

Adopting the Modelling Cycle for Representing Prospective and Practising Teachers’ Interpretations of Students’ Modelling Activities

Shahbari

Tabach

2019

ICME-13 Monographs

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Teachers play an important role in determining how students work on modelling activities. In the current study, practising and prospective teachers engaged with modelling activities to develop their ability to identify students' modelling process. The study sought to answer the research question as to how the teachers' participation in modelling affects their interpretation of students' modelling activity. Data included two sets of participants' reports on their observations of a video-recorded modelling activity carried out by a group of five sixth-grade students, pre and post participation in four modelling activities. The findings indicate that prior to engaging with modelling activities, most participants described the students' modelling as linear, noting only the final mathematical model and mathematical results. After participating in the activities, most of the practising teachers' reports and a third of the prospective teachers's reports identified cyclical processes in the modelling.

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“…Mathematical models are the conceptual tools, which are necessary for individuals to interpret mathematical problems they encounter (Cetinkaya et al, 2016;Kertil, 2008;Sinclair et al, 2016). According to Meyer (1984), mathematical models are mathematical conceptual parts like variables, constants, functions, equalities, inequalities, formulas and graphs.…”

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confidence: 99%

Mathematics through the 5E Instructional Model and Mathematical Modelling: The Geometrical Objects

Tezer

Cumhur

2017

EURASIA J MATH SCI T

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The aim of this research is to investigate the effect of education on the mathematical achievement, problem-solving skills and the views of students on the 5E instructional model and the mathematical modelling method for the "Geometric Objects" unit. The students were randomly selected from the 8th grade of a secondary school in Northern Cyprus. One group was the experimental group to which the 5E instructional model applied, and mathematical modelling was applied to the other. As a data collection tool, the "Geometrical Objects Multiple Choice Achievement Test" was applied to the experimental groups. As a result of statistical analysis, it was seen that the teaching provided by the 5E Instructional Model in Experimental group 1 and the Mathematical Modelling Method in the Experimental group 2 increased the academic achievement of the students; however, the mathematical modelling method was more successful in the mathematical achievement and problem-solving skills of the students.

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Pre-service Teachers’ Developing Conceptions about the Nature and Pedagogy of Mathematical Modeling in the Context of a Mathematical Modeling Course

Cited by 29 publications

References 65 publications

Developing prospective mathematics teachers’ knowledge of the modelling approach

Developing prospective mathematics teachers’ knowledge of the modelling approach

Adopting the Modelling Cycle for Representing Prospective and Practising Teachers’ Interpretations of Students’ Modelling Activities

Mathematics through the 5E Instructional Model and Mathematical Modelling: The Geometrical Objects

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