Pre-service Teachers’ Perceptions of Model Eliciting Activities

Kelli Thomas, Juliet Hart

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This paper explores the role of model eliciting activities (MEAs) in the preparation of United States pre-service teachers who will work with elementaryaged 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 publicationInternational Perspectives on the Teaching and Learning of Mathematical Modelling
PublisherSpringer Science and Business Media B.V.
Pages531-538
Number of pages8
DOIs
StatePublished - 2013

Publication series

NameInternational Perspectives on the Teaching and Learning of Mathematical Modelling
ISSN (Print)2211-4920
ISSN (Electronic)2211-4939

Keywords

  • Down Syndrome
  • Elementary Teacher
  • Mathematical Thinking
  • Teacher Education
  • Teaching Mathematic

ASJC Scopus subject areas

  • Education
  • Modeling and Simulation
  • Mathematics (miscellaneous)

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