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Elementary Preservice Teachers’ Perceptions of Modeling as a Tool for Instruction
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, University of Virginia, United States ; , Old Dominion University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

As the standards movement continues to gain momentum in U.S. schools, preservice and in-service teachers need greater knowledge in mathematical modeling to engage PK-12 students in such practices. This case-based research study investigated the perceptions and understandings of modeling for 76 entry-level, preservice elementary teachers enrolled in a mathematics methods course at a mid-Atlantic university. Participants were prompted to define modeling and its application to classroom instruction through open-response questions administered in an online survey. A case-based, phenomenological method was used to code and analyze responses. Most preservice teachers expressed a very limited definition or understanding of modeling or how models are used to promote conceptual understanding of problems, systems, or phenomena in mathematics. The nature of the misconceptions and limits in understanding inform ways that higher education might approach the instruction of modeling in mathematics methods courses to develop such knowledge in future elementary teachers.

Citation

Watson, G.S. & Enderson, M.C. (2019). Elementary Preservice Teachers’ Perceptions of Modeling as a Tool for Instruction. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2247-2252). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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