{"title":"Understanding Preservice Elementary Teachers as Mathematical Modelers and Their Perceptions of the Process","authors":"Megan H. Wickstrom, Hyunyi Jung","doi":"10.5951/jresematheduc-2022-0127","DOIUrl":null,"url":null,"abstract":"A growing consensus holds that preservice K–8 teachers (PSTs) need to experience the modeling process as learners to understand it and envision teaching modeling in their future classrooms. We examine this recommendation by exploring how PSTs construct models and how collaborative learning practices influence them in revising and refining their models. We also explore their reflections on modeling as a pedagogical experience. We introduce Modeling Decision Maps as a tool to examine how PSTs construct and refine mathematical models, and we draw on reflective journal entries to capture PSTs’ perspectives on the process. Our findings indicate that realistic modeling tasks provide opportunities to foster PSTs’ understanding of modeling, grow their mathematical modeling skills, and attune them to important pedagogical practices.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal for Research in Mathematics Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.5951/jresematheduc-2022-0127","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
A growing consensus holds that preservice K–8 teachers (PSTs) need to experience the modeling process as learners to understand it and envision teaching modeling in their future classrooms. We examine this recommendation by exploring how PSTs construct models and how collaborative learning practices influence them in revising and refining their models. We also explore their reflections on modeling as a pedagogical experience. We introduce Modeling Decision Maps as a tool to examine how PSTs construct and refine mathematical models, and we draw on reflective journal entries to capture PSTs’ perspectives on the process. Our findings indicate that realistic modeling tasks provide opportunities to foster PSTs’ understanding of modeling, grow their mathematical modeling skills, and attune them to important pedagogical practices.
期刊介绍:
An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.