Nature of Mathematical Modeling Tasks for Secondary Mathematics Preservice Teachers
Document Type
Presentation
Presentation Date
10-7-2017
Abstract or Description
This study investigated the nature of written modeling tasks reported by instructors of required courses in five secondary mathematics teacher education programs. These tasks were analyzed based on a framework addressing potential cognitive orientation (simple procedures, complex procedures, and rich tasks) and purpose (epistemological, educational, contextual, and socio-critical modeling) of the tasks. Our analysis suggests that most tasks included questions of more than one cognitive orientation and more than half of the tasks were coded as contextual modeling. We also found that tasks that were coded as contextual modeling offered opportunities for future teachers to engage with questions at all levels of cognitive orientation. The nature of several modeling tasks, along with the ideas for refining the current frameworks, are presented for future implications of analyzing and developing modeling tasks.
Sponsorship/Conference/Institution
International Group for the Psychology of Mathematics Education North American Chapter Annual Conference (PMENA)
Location
Indianapolis, IN
Recommended Citation
He, Jia, Eryn M. Stehr, Hyunyi Jung.
2017.
"Nature of Mathematical Modeling Tasks for Secondary Mathematics Preservice Teachers."
Department of Mathematical Sciences Faculty Presentations.
Presentation 592.
https://digitalcommons.georgiasouthern.edu/math-sci-facpres/592
