About this paper

Appears in:
Pages: 7463-7469
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1744

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

PREPARING MATHEMATICS STUDENT TEACHERS FOR A MODELLING PEDAGOGY

R. Durandt, G. Lautenbach

University of Johannesburg (SOUTH AFRICA)
This paper reports on the professional development of Mathematics student teachers, who were involved in a well-thought-out mathematical modelling intervention over a number of weeks. The overarching goal of the research is to deduce curricular guidelines aimed at the effective teaching and learning of mathematical modelling.

South Africa’s latest Curriculum and Assessment Policy Statement for Mathematics in Grades 10 to 12 incorporated mathematical modelling as a central theme in 2011. This suggests modelling as a pedagogy to investigate and solve real-world problems in a variety of contexts (for example health, social, economic, cultural, scientific, political, environmental, and others). The range of problems are open-ended and non-routine and require a variety of modelling competencies from Mathematics school students. The development of these competencies (related to concepts, skills, processes, attitudes and metacognition) seems ideal to meet the challenges of the 21st century.

Modelling as pedagogy might enhance the competencies of school students, but it depends largely on their teachers. Local and international research reports confirm the challenges of mathematics teachers in teaching modelling, particularly in developing countries. These teachers are expected to adapt a modelling pedagogy and cultivate a climate conducive towards mathematical modelling in their classrooms. Ideally, Mathematics student teachers should be exposed to modelling tasks during their formal education on a regular basis, through taking part as modellers themselves and teachers of modelling. Therefore, the obligation lies with teacher education programmes to prepare student teachers adequately for this pedagogy.

Participants, in ten comparable groups, were exposed to a sequence of modelling activities (as modellers and teachers of modelling), and arranged according to two iterations. Quantitate data were collected through the reliable Attitudes Towards Mathematical Modelling Inventory (ATMMI), at the end of each iteration. The Statistical Software Package for the social sciences (SPSS, version 24) was used to analyse the data. A reflective analysis and evaluation of data (only considering comparative cases) revealed an increase in attitudinal scores with relation to four sub-scales, enjoyment, value, self-confidence and motivation. These, and other results provide insight on how student teachers experienced the mathematical modelling intervention and ultimately its effectiveness in preparing student teachers of a modelling pedagogy.
@InProceedings{DURANDT2018PRE,
author = {Durandt, R. and Lautenbach, G.},
title = {PREPARING MATHEMATICS STUDENT TEACHERS FOR A MODELLING PEDAGOGY},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.1744},
url = {http://dx.doi.org/10.21125/edulearn.2018.1744},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {7463-7469}}
TY - CONF
AU - R. Durandt AU - G. Lautenbach
TI - PREPARING MATHEMATICS STUDENT TEACHERS FOR A MODELLING PEDAGOGY
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.1744
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 7463
EP - 7469
ER -
R. Durandt, G. Lautenbach (2018) PREPARING MATHEMATICS STUDENT TEACHERS FOR A MODELLING PEDAGOGY, EDULEARN18 Proceedings, pp. 7463-7469.
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