A Commognitive Perspective on Pre-service Secondary Teachers’ Content Knowledge in Mathematical Modelling

Abstract

This exploratory study examined three pre-service secondary mathematics teachers’ content knowledge and views associated with mathematical modelling revealed through engaging in mathematical modelling activities. Using a commognitive approach on mathematical modelling, pre-service teachers’ written tasks and discourses were analysed. Data sources were audiotaped discourses among the participants, observation field notes, written tasks, open-ended questionnaires, and reflective journals. Findings suggested that pre-service teachers’ content knowledge in the modelling allowed them to fully engage in modelling discourses in verifying a model mathematically as well as critically reflecting on solutions. These pre-service teachers’ view on modelling was consistent with a pragmatic perspective.