A study with prospective teachers without prior mathematical modeling experience sheds light on how their newly developed conceptual understanding of modeling manifested itself in their work on the final task of a modeling module within a pedagogy course in secondary mathematics curriculum and assessment. The main purpose of the module was to provide opportunity for the prospective teachers to experience the Common Core Mathematical Practice Model with Mathematics and begin to develop competency in modeling. Their work and reflections displayed a range of proficiency in several competencies associated with the modeling process. Examples of their work illustrating these ranges are provided. The prospective teachers expressed both struggle and rewards during the process, and reflected on challenges for teaching modeling. The results suggest that infusing modules in existing courses can be an effective way to elevate prospective teachers from unfamiliarity with modeling to noticeable levels of proficiency in various modeling sub-competencies.
ASJC Scopus subject areas
- Developmental and Educational Psychology