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Develo** understanding of mathematical modeling in secondary teacher preparation

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Abstract

This study examines the evolution of 11 prospective teachers’ understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include modeling as part of the school curriculum under current state standards. The module consisted of readings, analysis of the Common Core State Standards, carefully designed modeling activities, individual and group work, discussion, presentations, and reflections. The results show that while most prospective teachers had misconceived definitions of mathematical modeling prior to the module, they developed the correct understanding of modeling as an iterative process involving making assumptions and validating conclusions connected to everyday situations. The study reveals how the prospective teachers translated the modeling cycle into practice in the context of a carefully designed open-ended problem and the strong connections between modeling activities and promoting mathematical practices.

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Authors and Affiliations

  1. Secondary Mathematics Education Program, Department of Mathematics, The University of Arizona, 617 N. Santa Rita Ave., Building 89, Office 301, Tucson, AZ, 85721-0089, USA

    Cynthia Oropesa Anhalt

  2. Mathematics Department, Tulane University, 6823 St. Charles Ave., New Orleans, LA, 70118, USA

    Ricardo Cortez

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  1. Cynthia Oropesa Anhalt
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  2. Ricardo Cortez
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Correspondence to Cynthia Oropesa Anhalt.

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Anhalt, C.O., Cortez, R. Develo** understanding of mathematical modeling in secondary teacher preparation. J Math Teacher Educ 19, 523–545 (2016). https://doi.org/10.1007/s10857-015-9309-8

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  • DOI: https://doi.org/10.1007/s10857-015-9309-8

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