PME-NA

Exploring In-Service Teachers' Modeling Competencies and Perspectives on Modeling

• In Event: Authenticity and Mathematical Modeling

Description

In this study, we examined teachers’ mathematical modeling competencies and perspectives as they engaged in a task focused on modeling the spread of sexually transmitted diseases. We analyzed data from 10 formal reports and 23 journal reflections to determine how teachers approached the task, made assumptions, applied mathematical methods, and validated their models. We found diverse approaches in systematizing, similarities in the overall approach to mathematizing, and limited attention to model validation. Reflections highlighted the importance of justification in modeling decisions, the role of technology, and collaboration in building modeling skills. Our study highlights the need for professional development focused on mathematical modeling, particularly in using technology and fostering collaboration among teachers.

Authors

• Lily Roth, Utah State University

• Afaf Bahajj, Utah State University

• Sindura Kularajan, Utah State University

• Brynja Kohler, Utah State University