PMENA-39 2017

HOW MUCH DO I KNOW ABOUT MATHEMATICAL MODELING?

• In Event: PRESERVICE TEACHER EDUCATION: BRIEF RESEARCH REPORTS SESSION 4

Description

Despite the importance of teachers’ conception of mathematical modeling, limited attention is given to this area in the current literature. In this study we examined 75 preservice teachers’ (PSTs) views of mathematical modeling and how their conceptions are reflected in their performance of mathematical modeling problems. Analyses of survey responses revealed that our PSTs seem to develop narrow views on of mathematical modeling. In addition, although a large portion of PSTs mistook mathematical modeling with mathematical models or with traditional word problems, we found a positive association between PSTs’ conceptions of mathematical modeling and their modeling mathematical modeling abilities.

Authors

• Ji-Won Son, University at Buffalo-The State University of New York

• Hyunyi Jung, Marquette University

• Ji-Yeong I, Iowa State University