Engaging Preservice Secondary Mathematics Teachers in Authentic Mathematical Modeling: Deriving Ampere's Law

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  • 1 Towson University
  • 2 University of Virginia

Incorporating modeling activities into classroom instruction requires flexibility with pedagogical content knowledge and the ability to understand and interpret students' thinking, skills that teachers often develop through experience. One way to support preservice mathematics teachers' (PSMTs) proficiency with mathematical modeling is by incorporating modeling tasks into mathematics pedagogy courses, allowing PSMTs to engage with mathematical modeling as students and as future teachers. Eight PSMTs participated in a model-eliciting activity (MEA) in which they were asked to develop a model that describes the strength of the magnetic field generated by a solenoid. By engaging in mathematical modeling as students, these PSMTs became aware of their own proficiency with and understanding of mathematical modeling. By engaging in mathematical modeling as future teachers, these PSMTs were able to articulate the importance of incorporating MEAs into their own instruction.

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Contributor Notes

Kimberly Corum, Towson University, 7800 York Rd, Towson, MD 21252; kcorum@towson.edu

Joe Garofalo, University of Virginia, Curry School of Education, PO Box 400273, Charlottesville, VA 22904; jg2e@virginia.edu

(Corresponding author is Corum kcorum@towson.edu)(Corresponding author is Garofalo jg2e@virginia.edu)
Mathematics Teacher Educator

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