Abstract
This study aims to examine the perceptions of pre-service mathematics teachers about mathematical modelling activities. Participants of the study comprised 23 pre-service mathematics teachers who undertook a course on mathematical modelling. A 12-hour mathematical modelling course revealed the perceptions of participants. After it, the participants found/developed a modelling problem and explained why they evaluated it as a model eliciting activity (MEA). MEA found/developed by participants were examined by taking the principles of developing MEA into consideration. Results showed that many participants considered having more than one solution, the principle based on real-life context, and suitability for group work for MEA. The participants did not focus on the model documentation principle. Based on this result, faculty members can help pre-service teachers by using activities that can be considered appropriate for this principle in modelling education.
Highlights
In the most general sense, mathematical modelling is the process of mathematically expressing problem situations encountered in real life
The aim of this study is to examine the perceptions of senior pre-service mathematics teachers towards mathematical modelling activities after 3 weeks of mathematical modelling training by considering the modelling activities they have developed/found themselves
The instructional benefits of modelling and the problem-solving repertoire it provides to individuals in daily life have led to an increase in the importance given to this subject in mathematics education
Summary
In the most general sense, mathematical modelling is the process of mathematically expressing problem situations encountered in real life. If this definition is further expanded, it is a process that consists of six stages in which real-life problems are mathematized and solved, and the solution is evaluated (Haines & Crouch, 2007). These mathematical results are employed in the step to interpret the real model and the results are verified After this stage, the problem solver enters this cycle again if necessary, and the process is repeated, possibly until a satisfactory result is obtained. Is presented to the relevant people regarding the solution of the problem This follows from the realization of the real-life principle inherent in mathematical modelling activities
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