Abstract
The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students and had the opportunity to revise the original tasks and rubrics based on student responses. The data included participants’ statements, in which they described and reflected on the design and revision process of modeling tasks. The study describes six didactic revision strategies in revising modeling tasks and identifies five emerging pedagogical ideas from revising tasks and rubrics. The study also discusses the way modeling task design activities have the potential to support teacher candidates’ learning through a bottom-up modeling curriculum in teacher education.
Highlights
A mathematical modeling task involves mathematizing a real-life situation, identifying problems in the situation, and solving the problems using mathematical models.From the teacher’s point of view, modeling tasks have the potential to create the opportunity for students to connect with mathematics, and research recommends that teachers use modeling tasks consisting of appropriate and authentic contexts [1,2,3,4]
In light of the need for designing math modeling tasks in the classroom with contexts in consideration of student thinking and life experiences, this study examines the ways in which teacher candidates revise modeling tasks—we call these didactic revision strategies in this study—on the basis of students’
The findings indicate that the teacher candidates used the S strategy when excessive calculations were unnecessary; they used the T strategy when they found that complicated calculations were an essential aspect of the learning goal, thereby modifying the knowledge to be taught
Summary
A mathematical modeling task involves mathematizing a real-life situation, identifying problems in the situation, and solving the problems using mathematical models.From the teacher’s point of view, modeling tasks have the potential to create the opportunity for students to connect with mathematics, and research recommends that teachers use modeling tasks consisting of appropriate and authentic contexts [1,2,3,4]. A mathematical modeling task involves mathematizing a real-life situation, identifying problems in the situation, and solving the problems using mathematical models. Hernández et al recommended that modeling tasks involve real-life contexts and build on student interests so that students are better “invested in their own learning while seeing the relevance of mathematics in their real lives” This study identifies the important role of future teachers as facilitators of students’. Teacher candidates have little experience in curriculum design and can benefit from task design activities. In light of the need for designing math modeling tasks in the classroom with contexts in consideration of student thinking and life experiences, this study examines the ways in which teacher candidates revise modeling tasks—we call these didactic revision strategies in this study—on the basis of students’
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