Supporting Pre-Service Teachers as They Begin Their Mathematical Modeling Journey
Presentation Type
Poster
Faculty Advisor
Joseph DiNapoli
Access Type
Event
Start Date
26-4-2023 11:00 AM
End Date
26-4-2023 12:00 PM
Description
A mathematical model “is a representation of a system or scenario that is used to gain qualitative and/or quantitative understanding of some real-world problems and to predict future behavior” (Bliss et al., 2014, p. 3). CCSSM and NJSLSM call for students to be able to engage in the mathematical practice of modeling; however, modeling is not always a main focus in teacher education curricula. To learn how to best support pre-service teachers (PSTs) as they begin to engage with mathematical modeling, we conducted two 75-minute sessions with PSTs where we: provided an introduction, had participants engage in two modeling tasks, and provided additional resources. From these sessions we utilized pre- and post-surveys along with audio recordings of the PSTs working in groups. This poster reports on the design and implementation of these two sessions, the benefits and concerns the PSTs noted while engaging in the sessions, and suggestions for the design of future sessions with PSTs. We found that PSTs had little prior exposure to mathematical modeling, yet were interested in and benefited from engaging collaboratively in the modeling enactments. The PSTs reported concerns about enacting modeling in their future classrooms, which included managing time constraints, supporting students’ mathematical thinking, and overcoming student frustration. Our recommendations for the design of future modeling sessions with PSTs include providing them with more examples of modeling tasks, having them watch implementation of modeling tasks by a practicing teacher with students, and having PSTs find and evaluate modeling tasks.
Supporting Pre-Service Teachers as They Begin Their Mathematical Modeling Journey
A mathematical model “is a representation of a system or scenario that is used to gain qualitative and/or quantitative understanding of some real-world problems and to predict future behavior” (Bliss et al., 2014, p. 3). CCSSM and NJSLSM call for students to be able to engage in the mathematical practice of modeling; however, modeling is not always a main focus in teacher education curricula. To learn how to best support pre-service teachers (PSTs) as they begin to engage with mathematical modeling, we conducted two 75-minute sessions with PSTs where we: provided an introduction, had participants engage in two modeling tasks, and provided additional resources. From these sessions we utilized pre- and post-surveys along with audio recordings of the PSTs working in groups. This poster reports on the design and implementation of these two sessions, the benefits and concerns the PSTs noted while engaging in the sessions, and suggestions for the design of future sessions with PSTs. We found that PSTs had little prior exposure to mathematical modeling, yet were interested in and benefited from engaging collaboratively in the modeling enactments. The PSTs reported concerns about enacting modeling in their future classrooms, which included managing time constraints, supporting students’ mathematical thinking, and overcoming student frustration. Our recommendations for the design of future modeling sessions with PSTs include providing them with more examples of modeling tasks, having them watch implementation of modeling tasks by a practicing teacher with students, and having PSTs find and evaluate modeling tasks.