Abstract
With attention on modeling in the Common Core State Standards for Mathematics (CCSSM), research has turned to supporting preservice teachers in preparing to teach mathematical modeling, especially addressing their diverse perspectives of modeling. This study explores conceptions of modeling, especially those not aligned with mathematical modeling as described in CCSSM, 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.
| Original language | American English |
|---|---|
| Journal | Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
| State | Published - Oct 5 2017 |
Keywords
- Conceptions
- Instructors
- Modeling
- Reported
- Teacher preparation programs
DC Disciplines
- Education
- Mathematics