Synthesizing Research of Mathematical Modeling in Early Grades

Jung, Hyunyi; Brand, Sarah

doi:10.1007/978-3-030-63900-6_2

Cited by 2 publications

(1 citation statement)

References 39 publications

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“…Especially, our primary school preservice teachers (students educating to teach at the Norwegian grades 1-7) were unfamiliar with the modelling concept and how to implement modelling tasks. The literature review by Jung and Brand (2021) points to studies showing that careful planning of multitiered teaching experiments involving, for example, students, teachers, preservice teachers, and researchers fosters professional development of all participants (e.g. English, 2003;Watson & Ohtani, 2015).…”

Section: Introductionmentioning

confidence: 99%

Using decision theory to understand preservice teachers’ implementations of mathematical modelling

Hansen

2022

Math Ed Res J

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In this study, we aim to explain choices that groups of preservice teachers made to implement modelling tasks in primary school. We found that the preservice teachers decided to facilitate everyday-inspired contexts for the tasks and that this could be explained by their reasoning that modelling is supposed to be an activity close to reality. Essentially, the groups preferred two different approaches to introducing students to the tasks: (1) by inviting students to physically participate in situations related to their local communities that were familiar to them (e.g. trash picking), and (2) through pre-structured problems that were recognisable to students (e.g. estimation of the number of beads in an irregular box). We found evidence that the preservice teachers tended towards avoiding focusing on possible mathematical answers to the tasks. This could be explained by lacking experience with how to find approximate solutions, or that the preservice teachers were engaged in observing students’ solution strategies and mathematical behaviour.

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Section: Introductionmentioning

confidence: 99%