Overview

Mathematical modelling is a challenging task not only for students but also for teachers. Given that mathematical modelling problems typically allow for multiple approaches to solving them, a number of potential difficulties arise. Therefore, it is crucial that teachers spontaneously perceive and interpret students' individual approaches, their modelling-specific difficulties, and their use of metacognitive strategies to overcome them, in order to make a decision about their response – taken together this means, notice mathematical modelling processes. Therefore, the study presented in this book, aims to analyze and understand how pre-service teachers notice mathematical modelling processes and how their ability to notice in the context of mathematical modelling develops. This book includes five individual articles addressing this issue. Based on a conceptualization of pre-service teachers’ noticing of mathematical modelling processes, a video-based instrument was developed to assess pre-service teachers’ ability to notice in the context of mathematical modelling. Using the video-based instrument, pre-service teachers’ noticing of mathematical modelling processes was assessed before and after a modelling seminar that served as an intervention. The analysis revealed the individual strengths and weaknesses of pre-service teachers and demonstrated their diverse developmental paths, thus highlighting the multifaceted nature of teacher noticing.

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9783658520250

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Alina Alwast is a researcher at the Faculty of Education at the University of Hamburg in the field of mathematics education, where her work focuses on topics such as teacher professional development and mathematical modelling.

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