University of Missouri
Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Regardless of the benefits of engaging in mathematical modeling, few preservice teachers (PTs) have experienced mathematical modeling firsthand. This study offers an example of how to make sense of the interaction between the teaching and learning of mathematical modeling by examining a teacher educator’s decision making, her analysis of 36 PTs’ learning, and an in-depth narrative from a PT. Findings show the value of engaging with structurally relevant mathematical modeling tasks and considering social issues via mathematical modeling, resulting in task designs which aim to deepen students’ understanding of society and mathematics.
Brand, Sarah and Jung, Hyunyi, "Mathematical Modeling Experiences: Narratives from a Preservice Teacher and an Instructor" (2019). Mathematical and Statistical Science Faculty Research and Publications. 45.
ADA Accessible Version