Secondary Teacher Candidates’ Mathematical Modeling Task Design and Revision

Abstract

The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students and had the opportunity to revise the original tasks and rubrics based on student responses. The data included participants’ statements, in which they described and reflected on the design and revision process of modeling tasks. The study describes six didactic revision strategies in revising modeling tasks and identifies five emerging pedagogical ideas from revising tasks and rubrics. The study also discusses the way modeling task design activities have the potential to support teacher candidates’ learning through a bottom-up modeling curriculum in teacher education.

Detecting Learning Patterns in Tertiary Education Using K-Means Clustering

“…As of now, the article has been complemented/cited by two other works (see [25,26]), but none of these addressed the detection of learning patterns for students, based on their learning processes and assessments. This leaves this topic as a subject of research.…”