Search
Program Calendar
Browse By Person
Browse by Day
Browse By Room
Browse By Strand
Browse By Session Type
Browse By Keyword
Browse By Type of Research
Search Tips
Virtual Exhibit Hall
Theme
Personal Schedule
Sign In
This study investigated the nature of written modeling tasks reported by instructors of required courses in five secondary mathematics teacher education programs. These tasks were analyzed based on a framework addressing potential cognitive orientation and purpose of the tasks. Our analysis suggests that most tasks included questions of more than one cognitive orientation and more than half of the tasks were coded as contextual modeling. The nature of several modeling tasks, along with the ideas for refining the current frameworks, are presented for future implications of analyzing and developing modeling tasks.