Pre-service teachers’ experiences within modelling scenarios enriched by digital technologies

Villarreal, Mónica; Esteley, Cristina; Smith, Silvina

doi:10.1007/s11858-018-0925-5

Cited by 22 publications

(14 citation statements)

References 19 publications

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“…The potential of graphing technology to facilitate this process was thus not realised. In contrast, Villarreal et al (2015Villarreal et al ( , 2018 reported how pre-service education students in Argentina used the visual affordances of digital tools to represent their data in a visual manner to analyse the situation they were modelling and to communicate their results in an impactful manner. English (2013) has shown that complex modelling tasks relating to engineeringbased experiences can be handled by Years 7-9 Australian students.…”

Section: Empirical Results Of Studies Focusing On Student Modellersmentioning

confidence: 99%

State of the Art on Modelling in Mathematics Education—Lines of Inquiry

Stillman

2019

Lines of Inquiry in Mathematical Modelling Research in Education

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This chapter provides a brief overview of the state of the art in research and curricula on mathematical modelling and applications of mathematics in education. Following a brief illustration of the nature of mathematical modelling in educational practice, research in real-world applications and mathematical modelling in mathematics curricula for schooling is overviewed. The theoretical and empirical lines of inquiry in mathematics education research related to teaching and learning of mathematical applications and mathematical modelling regularly in classrooms are then selectively highlighted. Finally, future directions are recommended.

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Section: Empirical Results Of Studies Focusing On Student Modellersmentioning

confidence: 99%

State of the Art on Modelling in Mathematics Education—Lines of Inquiry

Stillman

2019

Lines of Inquiry in Mathematical Modelling Research in Education

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“…Consistent with this premise, the use of mobile digital devices could become a resource that, in addition to making the most of all the possibilities offered by some electronic devices, serves sometimes as a substitute for computers or as a means to provide other alternatives for overcoming certain difficulties in the modeling processes. Some considerations in this regard have already been discussed by Villarreal, Esteley and Smith (2018) when analyzing the multiple needs that allow including technology in modeling processes. They presented a case where students had to learn to use spreadsheets or search the Internet for information in order to build a model.…”

Section: Instrument To Build and Validate Modelsmentioning

confidence: 99%

Research Trends in Digital Technologies and Modeling in Mathematics Education

Molina-Toro

Rendón-Mesa

Villa-Ochoa

2019

EURASIA J MATH SCI T

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This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.1 According to Borba and Villareal (2005), technology is 'domesticated' when it is utilized to do what we were used to do by other means, ignoring or wasting other potential uses. Contribution of this paper to the literature• Although previous studies show that the use of technology can condition the development of modeling processes, it is necessary to identify the scope and limitations of its articulation in the analysis of various phenomena.• This literature review provides evidence of the roles and uses of technology when articulated to modeling processes. On the one hand, technology is used as a resource in which multiple tools that accompany the study of a phenomenon are involved. On the other hand, technology is an instrument that reorganizes the processes of experimentation and the production of mathematical knowledge. EURASIA J Math Sci and Tech Ed3 / 13

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“…There has been a significant growth of research on pre-service mathematics teachers. Most of the research (72%, n=13) recruited pre-service mathematics teacher (Biehler et al, 2018;Greefrath et al, 2021;Hidiroglu et al, 2018;Jacobs & Durandt, 2017;Jung et al, 2019;Kertil et al, 2019;Kula Unver et al, 2018;Orey & Rosa, 2018;Sen Zeytun et al, 2017;Sevinc & Lesh, 2018;Villarreal et al, 2018;Viseu et al, 2020;Wilkerson et al, 2018). Eight of research subjects were pre-service secondary school mathematics teachers, three of research subjects were pre-service primary school teachers, and two of the research subjects were not mentioned specifically.…”

Section: Research Subjectsmentioning

confidence: 99%

“…As seen in Figure 3, the majority of types test employed for measuring modeling competency were project (n=8), followed by written test (n=5), questionnaire (n=4), and report (n=1). The project method (Biehler et al, 2018;Galleguillos & de Carvalho Borba, 2018;Geiger et al, 2021;Greefrath et al, 2021;Orey & Rosa, 2018;Sen Zeytun et al, 2017;Villarreal et al, 2018;Viseu et al, 2020) has been widely employed in mathematics education context to measure modeling competency among pre-service mathematics teacher or mathematics teacher. Biehler et al (2018), for example, employed a modeling task using TinkerPlots to measure the reasoning of pre-service mathematics teacher.…”

Section: Types Of Instruments Used For Modeling Competencymentioning

confidence: 99%

A systematic literature review of measurement of mathematical modeling in mathematics education context

Hidayat

Adnan

Abdullah

et al. 2022

EURASIA J Math Sci Tech Ed

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The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. ( 2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peerreviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.

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Pre-service teachers’ experiences within modelling scenarios enriched by digital technologies

Cited by 22 publications

References 19 publications

State of the Art on Modelling in Mathematics Education—Lines of Inquiry

State of the Art on Modelling in Mathematics Education—Lines of Inquiry

Research Trends in Digital Technologies and Modeling in Mathematics Education

A systematic literature review of measurement of mathematical modeling in mathematics education context

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