Mathematics, Education, School of
Proceedings of the Thirty-ninth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)
October 5-8, 2017
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 78 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 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 mathematical modeling abilities.
Son, Ji-Won; Jung, Hyunyi; and I, Ji Yeong, "How Much Do I Know About Mathematical Modeling?" (2017). Mathematics Conference Papers, Posters and Presentations. 6.