Examining Preservice Teachers' (PSTs’) Familiarity and Experiences with Mathematical Modeling Practices

2021 ◽  
pp. 1-16
Author(s):  
Reuben S. Asempapa ◽  
Aishwarya M. Sastry
Keyword(s):  
Mathematical Modeling ◽  
Preservice Teachers ◽  
Modeling Practices

scholarly journals Mathematical Modeling: Issues and Challenges in Mathematics Education and Teaching

2019 ◽  
Vol 11 (5) ◽  
pp. 71
Author(s):  
Reuben S. Asempapa ◽  
Derek J. Sturgill
Keyword(s):  
Mathematical Modeling ◽  
United States ◽  
Preservice Teachers ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
The United States ◽  
Teacher Education Programs ◽  
Practicing Teachers ◽  
States Data ◽  
Modeling Practices

Mathematics education researchers and policy documents in the United States have expressed the need to improve the teaching and learning of mathematical modeling at the K–12 levels so that students can apply their knowledge of mathematics to solve real-world situations. Unfortunately, most practicing teachers (PTs) and preservice teachers (PSTs) acquire didactical and pedagogical styles that do not support effective modeling practices. To investigate these dilemmas, this study examined PTs’ pedagogical experiences in and PSTs’ perspectives on mathematical modeling practices. Participants included 62 PTs and 18 PSTs from a Midwestern region of the United States. Data originated from questionnaire items and open-ended questions, which were analyzed quantitatively and qualitatively. Varied participants’ ideas on mathematical modeling practices were identified, recorded, and summarized. Results indicated that most of these PTs and PSTs have little to no experiences with mathematical modeling practices and associated pedagogies. Such results along with a supplemental discussion have implications for teacher education programs and professional development centered on mathematical modeling education.

How Rough Is Your State?

1995 ◽  
Vol 88 (3) ◽  
pp. 188-190
Author(s):  
William W. Bosch ◽  
Karen M. Devine ◽  
John C. Petherick ◽  
Eldon C. Wellman
Keyword(s):  
Mathematical Modeling ◽  
Preservice Teachers ◽  
West Virginia ◽  
The State ◽  
Lively Discussion ◽  
Land Mass ◽  
State Frequency

Do you think the land mass of your state is rough? Is West Virginia rough? Colorado? Is Colorado rougher than West Virginia? When these questions were posed to a university class in mathematical modeling for preservice teachers, a lively discussion ensued. Various definitions for roughness or rugged-ness were advanced and debated. Most of these definitions or measures involved some aspect of altitude change, such as maximum altitude differences within the state; frequency of altitude change; or rate of changes in altitude expressed as steepness, or slope.

Mathematical Modeling: Convoying Merchant Ships

2004 ◽  
Vol 9 (7) ◽  
pp. 382-391
Author(s):  
Susann M. Mathews
Keyword(s):  
Mathematical Modeling ◽  
Twentieth Century ◽  
Preservice Teachers ◽  
World War Ii ◽  
Great Britain ◽  
World War I ◽  
Middle School Teachers ◽  
Critical Element ◽  
World War ◽  
School Teachers

Few events of the twentieth century have had as much impact as who won World Wars I and II. In both wars, Great Britain reduced the sinkings of merchant ships by German submarines through sailing their ships in groups (convoying). Before instituting convoys, Great Britain suffered severe losses to attack by German submarines. In World War II, Japan allowed merchant ships to sail individually. Japan's losses to U.S. submarines were a critical element in Japan's defeat (Roscoe 1949). In a convoy, many merchant ships sail in a large group under the escort of naval warships to protect the poorly armed merchant ships. In World War I, the British admiralty opposed sending merchant ships grouped together in convoys for several reasons that proved to be false. I proposed the problem of whether or not the British should convoy their merchant ships to my preservice teachers in a course in mathematical modeling for middle school teachers. While working on this problem, the students analyze and rebut each of the admiralty's arguments against convoying. Mathematical models are used to support the rebuttals.

scholarly journals Mathematical Modeling From The Eyes Of Preservice Teachers

2021 ◽  
Vol 24 (2) ◽  
pp. 121-150
Author(s):  
Zehra Taşpinar Şener ◽  
◽  
Yüksel Dede ◽  
Keyword(s):  
Mathematical Modeling ◽  
Middle School ◽  
Preservice Teachers ◽  
Middle School Students ◽  
Middle School Mathematics ◽  
Study Group ◽  
School Students ◽  
Purposeful Sampling ◽  
Research Period ◽  
Shed Light

Using preservice teachers’ (PTs) opinions as its base, this study seeks to shed light on the process followed by PTs in teaching mathematical modeling to middle school students. The study group was composed of 18 middle school mathematics PTs, each of whom was selected using purposeful sampling. During the research period, PTs travelled in groups to the schools where they were to perform their practicum. Lessons were video recorded, and PTs shared these recordings and their classroom experiences with their peers. As a result of the analysis, the study’s findings were grouped into four main themes: (i) opinions regarding activities, (ii) opinions regarding preservice teachers, (iii) opinions regarding students, and (iv) opinions regarding mathematics teachers. Discussion of these findings revolved around both teacher training and mathematical modeling, which then led to several recommendations being made.

scholarly journals Routines for Learning Modeling Practices and Content

2022 ◽  
Vol 115 (1) ◽  
pp. 36-44
Keyword(s):  
Mathematical Modeling ◽  
Mathematical Content ◽  
Modeling Practices

The authors share a teacher-designed mathematical modeling routine geared to support teachers and to leverage opportunities for their students in learning important modeling practices and mathematical content.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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