Campus Units

Mathematics, Education, School of

Document Type

Conference Proceeding

Conference

PME-NA39 2017

Publication Version

Published Version

Publication Date

10-5-2017

First Page

913

Last Page

916

Conference Title

Proceedings of the Thirty-ninth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)

Conference Date

October 5-8, 2017

City

Indianapolis, Indiana

Abstract

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.

Comments

This conference paper is published as Son,J., Jung, H., I,J. (2017, October).How much do I know about mathematical modeling? . In E. Galindo & J. Newton (Eds.), Proceedings of the 39thannual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 913-916). Posted with permission.

Copyright Owner

The Author(s)

Language

en

File Format

application/pdf

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