Abstract
ABSTRACT This study examines whether experiences at industrial facilities help pre-service maths teachers to design authentic mathematical-modelling activities intended for their classroom teaching in high school and how they view the benefits of integrating research and development issues into their instruction. 36 pre-service maths teachers at college in Israel participated the study. The results revealed that the pre-service maths teachers successfully designed authentic activities based on project-based learning that took into account the two cycles of mathematical modelling. The pre-service maths teachers reported that the implementation of the designed activities developed with researchers could serve as a way for them to present their students with a real-life problem that shows them the relevance of mathematics, promotes positive attitudes towards maths, and exposes the students to potential future jobs in the industries. The current study emphasised the use of mathematical modelling as a pathway that links industry and engineering with mathematics education.
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