Teacher Readiness in Mathematical Modelling: Are There Differences Between Pre-service and In-Service Teachers?

Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

“…However, Karali and Durmus (2015), Ng (2013) and Ikeda (2013) caution against the un-and under preparedness of teachers in respect of a thorough comprehension of and also the teaching of modelling. The open-endedness of model-eliciting activities as well as the nurturing of a classroom culture conducive towards modelling are relentless challenges for them.…”

“…Modeleliciting tasks focus on the antithesis, linking reality to mathematics: "Where can I find some mathematics to help me with this problem?" Galbraith and Clatworthy (1990), later supported by Kang and Noh (2012) and (Ng, 2013), acknowledge three different levels of model-eliciting tasks. Traditional problem solving fits the description of a so-called level 1-problem.…”

“…Model-eliciting tasks have the proven ability to develop students' reasoning, communication, problem solving and problem posing abilities (Kang & Noh, 2012;Ng, 2013). Such activities consequently improve decision-making capabilities as they link classroom mathematics to real life situations.…”

“…Research in Singapore (Ng, 2013;Tan & Ang, 2012), in the United States of America (Ball, 2000), in Australia (Stillman, 2012) and also in South Africa (Julie, 2002;Julie & Mudaly, 2007) reveal that pre-service teachers' exposure to problem solving, their attitudes towards and beliefs about mathematics are factors that either enhance or restrict their involvement in model-eliciting activities. Their limited exposure to model-eliciting tasks is identified as a cause in their lack of readiness to implement such tasks as many teachers perceive mathematics to be formula-based (Ng, 2013).…”

“…Their limited exposure to model-eliciting tasks is identified as a cause in their lack of readiness to implement such tasks as many teachers perceive mathematics to be formula-based (Ng, 2013). Pre-service teachers' appreciation of the contribution that modelling might make towards the teaching and learning of mathematics, would increase if they, according to Soon and Cheng (2013) become more familiar with the principles underlying modelling pedagogy, as introduced later on.…”