Pre-service teachers' perceptions of model eliciting activities

Kelli Thomas, Juliet Barnett

Research output: Chapter in Book/Report/Conference proceedingChapter

10 Scopus citations

Abstract

This paper explores the role of model eliciting activities (MEAs) in the preparation of United States pre-service teachers who will work with elementary-aged students. Specifically, this paper focuses on how teachers can be assisted in facilitating and interpreting experiences that support students in identifying and using mathematical structures, conceptual systems, and modeling perspectives. Preliminary results from a qualitative study investigating teachers' perceptions of teaching mathematics from a modeling perspective are included. Data from 16 participating pre-service teachers collected as they worked through a MEA, included audiotapes of workgroups, work samples, and a focus group interview. Common themes among the teachers regarding their perceptions were generated using grounded theory methodology. Implications for mathematics teacher education are described.

Original languageEnglish (US)
Title of host publicationModeling Students' Mathematical Modeling Competencies
Subtitle of host publicationICTMA 13
PublisherSpringer US
Pages531-538
Number of pages8
ISBN (Print)9781441905604
DOIs
StatePublished - Dec 1 2010

Keywords

  • Assessment
  • Complex system
  • Concept/Conceptual
  • Grounded theory
  • Model eliciting activity
  • Models and modeling perspectives
  • Pre-service teachers
  • °system

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

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  • Cite this

    Thomas, K., & Barnett, J. (2010). Pre-service teachers' perceptions of model eliciting activities. In Modeling Students' Mathematical Modeling Competencies: ICTMA 13 (pp. 531-538). Springer US. https://doi.org/10.1007/978-1-4419-0561-1_46