Document Type

Article

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

This study investigated the nature of written modeling tasks reported by instructors of required courses in five secondary mathematics teacher education programs. These tasks were analyzed based on a framework addressing potential cognitive orientation (simple procedures, complex procedures, and rich tasks) and purpose (epistemological, educational, contextual, and socio-critical modeling) of the tasks. Our analysis suggests that most tasks included questions of more than one cognitive orientation and more than half of the tasks were coded as contextual modeling. We also found that tasks that were coded as contextual modeling offered opportunities for future teachers to engage with questions at all levels of cognitive orientation. The nature of several modeling tasks, along with the ideas for refining the current frameworks, are presented for future implications of analyzing and developing modeling tasks.

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: 937-940. Publisher link. © 2017 The Authors. Used with permission.

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