Teacher’s Views on Modeling as a Creative Mathematical Activity

Pálsdóttir, Guðbjörg; Sriraman, Bharath

doi:10.1007/978-3-319-38840-3_4

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…However, a number of studies have shown that teachers tend to depend largely on the curricular materials or textbooks in their classrooms (Baker et al 2010;Hughes et al 2009;Doyle 1983;Remillard 1999;Grouws et al 2013;Hwang 2004, 2005;Palsdottir and Sriraman 2017) rather than conducting textbook task modification (TTM). This tendency is related to the fact that teachers select instructional tasks based on lists of skills and concepts they have to cover (Hiebert et al 1997).…”

Section: Task Analysis Guide For Teaching Creativitymentioning

confidence: 99%

Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers’ exploration

Lee

2017

ZDM Mathematics Education

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Section: Task Analysis Guide For Teaching Creativitymentioning

confidence: 99%

Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers’ exploration

Lee

2017

ZDM Mathematics Education

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“…The real situation reflected in the task is a specific feature of the mathematical modeling task (English, 2006). However, students' extra‐mathematical knowledge hinders the transition of ideas to mathematics and consequently prevents the successful solution of mathematical modeling (Ferri, 2018; Palsdottir & Sriraman, 2017). Our findings demonstrate that the failure of the transition of ideas to mathematics also interferes with the development of group creativity in mathematical modeling by preventing distributed role playing.…”

Section: Discussionmentioning

confidence: 99%

“…It has been established in mathematics education literature that mathematical modeling nurtures mathematical creativity (Lee, 2016;Palsdottir & Sriraman, 2017) and most mathematical modeling studies have been conducted to explore modeling processes through group activities (Kaiser, 2017;Vorh ölter, 2018). Galbraith and Stillman (2006) described sharing and evaluation of models by group members in selecting the most appropriate model.…”

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confidence: 99%

Nurturing Group Creativity in Mathematical Modeling through Role Playing

Hye‐Yun

Lee

2023

Journal of Creative Behavior

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Pedagogical strategies for nurturing group creativity in school mathematics have remained largely unexplored despite their significance. In this study, we explored the use of role playing in mathematical modeling activities for nurturing group creativity in a 9th‐grade mathematics class in Korea. We described the theoretical bases and types of roles that nurture group creativity while examining the effects of role playing and the factors that seem to promote it. The data of this study included lesson observations, samples of student work, and interviews with 20 participating students and their teachers. The interactions of the five groups of students were compared and analyzed. The results suggest that role playing contributes to nurturing group creativity by inducing interactions and improving creative synergies. The factors that seem to promote role playing are students' understanding of role playing, a comfortable environment, the thought evaluator's role‐playing effectiveness, and the need to make a mathematical decision. Based on these findings, we recommend that creativity researchers build on these findings to further explore how group creativity can be enhanced in mathematical modeling through role playing.

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“…먼저, 수학적 모델링 과제의 현실성은 수학적 모델링이 실세계 맥락을 반영 한다는 것을 의미한다 (Ärlebäck et el., 2013). 이 때, 실세계 맥락은 학생들을 둘러싼 맥락과 관련 된 상황이어야 한다 (Palsdottir & Sriraman, 2017 (Ärlebäck et al, 2013;Mousoulides et al, 2008).…”

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Promoting In-service Teacher’s Mathematical Modeling Teaching Competencies by Implementing and Modifying Mathematical Modeling Tasks

정혜윤¹,

Lee²

2021

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

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The purpose of this study is to investigate how teachers demonstrate 'mathematical modeling teaching competencies' (MMTCs) by implementing and modifying mathematical modeling tasks, as well as to suggest how teacher education should support teachers for teaching mathematical modeling. A teacher with three years of teaching experience participated in this study. Data sources include transcripts, student worksheets, interviews and the researcher's field notes. The findings indicate that the participant edited tasks to improve the realism and complexity of mathematical modeling tasks. The edits included simplifying and specifying; the participant also decomposed tasks into multiple subtasks. Through iterative implementations and modifications, the participant improved his MMTCs in four dimensions --diagnostic, theoretical, task, and instructional dimensions were promoted in relays and cyclically. The implementation and modification of the task contributed to connecting theoretical knowledge and practical competencies to mathematical modeling. The study recommends the following areas of need in order to develop teachers' MMTCs: combining theoretical and practical experiences, improving teachers' diagnostic competencies, and creating teacher-researcher communities.

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Teacher’s Views on Modeling as a Creative Mathematical Activity

Cited by 7 publications

References 6 publications

Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers’ exploration

Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers’ exploration

Nurturing Group Creativity in Mathematical Modeling through Role Playing

Promoting In-service Teacher’s Mathematical Modeling Teaching Competencies by Implementing and Modifying Mathematical Modeling Tasks

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