Document Type

Conference Proceeding

Language

eng

Publication Date

2017

Publisher

Hoosier Association of Mathematics Teacher Education

Source Publication

Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Source ISSN

978-0-692-96530-6

Abstract

With attention on modeling in the Common Core State Standards for Mathematics (CCSSM), research has turned to supporting preservice teachers in preparing to teach mathematical modeling, especially addressing their diverse perspectives of modeling. This study explores conceptions of modeling, especially those not aligned with mathematical modeling as described in CCSSM, as reported by instructors of mathematics and mathematics education courses required by teacher preparation programs. With the analysis of interview data collected from five teacher preparation programs, we found varying modeling conceptions. Specific examples of the conceptions are described, as well as implications for mathematics education and the preparation of future secondary mathematics teachers.

Comments

Published version. Published as part of the Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2017: 733-736. Publisher link. © 2017 The Authors. Used with permission.

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