Presentation Title

Conceptions of Modeling Reported by Instructors in Teacher Preparation Programs

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Abstract or Description

This study explores conceptions of modeling, especially those not aligned with mathematical modeling as described in Common Core State Standards for Mathematics, as reported by instructors of mathematics and mathematics education courses required by teacher preparation programs. With the analysis of interview data collected from five teacher preparation programs, we found varying modeling conceptions. Specific examples of the conceptions are described, as well as implications for mathematics education and the preparation of future secondary mathematics teachers.


International Group for the Psychology of Mathematics Education North American Chapter Annual Conference (PMENA)


Indianapolis, IN