Abstract
The purpose of this study is to investigate how teachers demonstrate ‘mathematical modeling teaching competencies’ (MMTCs) by implementing and modifying mathematical modeling tasks, as well as to suggest how teacher education should support teachers for teaching mathematical modeling. A teacher with three years of teaching experience participated in this study. Data sources include transcripts, student worksheets, interviews and the researcher’s field notes. The findings indicate that the participant edited tasks to improve the realism and complexity of mathematical modeling tasks. The edits included simplifying and specifying; the participant also decomposed tasks into multiple subtasks. Through iterative implementations and modifications, the participant improved his MMTCs in four dimensions -- diagnostic, theoretical, task, and instructional dimensions were promoted in relays and cyclically. The implementation and modification of the task contributed to connecting theoretical knowledge and practical competencies to mathematical modeling. The study recommends the following areas of need in order to develop teachers’ MMTCs: combining theoretical and practical experiences, improving teachers’ diagnostic competencies, and creating teacher-researcher communities.
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