Abstract
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.
Highlights
In the United States, mathematical modeling, in which mathematics is used to solve real-world problems, is a mathematical skill and practice that is widely used in STEM fields as well as specified in the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices [NGA Center] & Council of Chief State School Officers [CCSSO], 2010)
Mathematics education researchers and policy documents have called for the improvement in the teaching and learning of mathematical modeling at the K–12 levels so that students can apply mathematics to real-world situations (Asempapa, 2018; Asempapa, Sturgill, & Adabor, 2017; Blum, 2015; Consortium for Mathematics and Its Application [COMAP] & Society for Industrial and Applied Mathematics [SIAM], 2016; Gaston & Lawrence, 2015; National Council of Teachers of Mathematics [NCTM], 2014; National Research Council [NRC], 2013; NGA Center & CCSSO, 2010)
To promote creativity, problem solving, and critical thinking skills connected to mathematical modeling practices, all practicing teachers (PTs) and preservice teachers (PSTs) must be taught what mathematical modeling is, how it can be successfully integrated into their lessons, and how it can be implemented in their classrooms
Summary
In the United States, mathematical modeling, in which mathematics is used to solve real-world problems, is a mathematical skill and practice that is widely used in STEM fields as well as specified in the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices [NGA Center] & Council of Chief State School Officers [CCSSO], 2010). A fundamental reason for this challenge is that mathematical modeling requires both teachers and students to comprehend and understand complex systems of mathematics and models within a multifaceted context (Blum & Borromeo Ferri, 2009; Borromeo Ferri, 2018; English, 2009). Further compounding this challenge are teachers‘ misconceptions about the teaching and learning of mathematical modeling (Asempapa, Sturgill, & Adabor, 2017; Gould, 2013; Spandaw & Zwaneveld, 2010; Wolfe, 2013). For some time teacher education has been criticized in supporting teachers‘ modeling content knowledge without its effectiveness being analyzed empirically
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