Understanding Preservice Elementary Teachers as Mathematical Modelers and Their Perceptions of the Process

Author:
Megan H. Wickstrom Montana State University

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and
Hyunyi Jung University of Florida

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Volume/Issue:
Volume 55: Issue 4
Page(s):
182–209
DOI:
https://doi.org/10.5951/jresematheduc-2022-0127
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Keywords:
Mathematical modeling; Preservice K–8 teacher education; Modeling decision maps

A growing consensus holds that preservice K–8 teachers (PSTs) need to experience the modeling process as learners to understand it and envision teaching modeling in their future classrooms. We examine this recommendation by exploring how PSTs construct models and how collaborative learning practices influence them in revising and refining their models. We also explore their reflections on modeling as a pedagogical experience. We introduce Modeling Decision Maps as a tool to examine how PSTs construct and refine mathematical models, and we draw on reflective journal entries to capture PSTs’ perspectives on the process. Our findings indicate that realistic modeling tasks provide opportunities to foster PSTs’ understanding of modeling, grow their mathematical modeling skills, and attune them to important pedagogical practices.

Footnotes

This work was supported by the National Science Foundation’s Improving Undergraduate STEM Education (IUSE) Program, Grant Numbers: 1924678 and 2053155. All opinions are those of the authors and do not necessarily represent the views of the Foundation.

Contributor Notes

Megan H. Wickstrom, Department of Mathematical Sciences, Montana State University, Bozeman, MT 59717; megan.wickstrom@montana.edu

Hyunyi Jung, School of Teaching and Learning, University of Florida, Gainesville, FL 32611; hyunyi.jung@coe.ufl.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2024
Page Count:
28
Article Category:
Research Article
Received:
27 Mar 2023
Accepted:
29 Jun 2023
Print Publication Date:
01 Jul 2024
Online Publication Date:
Jul 2024
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