Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling
Please always quote using this URN: urn:nbn:de:bvb:20-opus-308259
- The article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help of a test developed for this purpose from a conceptual model, we examine whether this pedagogical content knowledge can be promoted in its different facets—especially knowledge about modelling tasks and about interventions—by suitable university seminars. For this purpose, the test was administered to three groups in a seminar for the teaching of mathematical modelling: (1) to thoseThe article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help of a test developed for this purpose from a conceptual model, we examine whether this pedagogical content knowledge can be promoted in its different facets—especially knowledge about modelling tasks and about interventions—by suitable university seminars. For this purpose, the test was administered to three groups in a seminar for the teaching of mathematical modelling: (1) to those respondents who created their own modelling tasks for use with students, (2) to those trained to intervene in mathematical modelling processes, and (3) participating students who are not required to address mathematical modelling. The findings of the study—based on variance analysis—indicate that certain facets (knowledge of modelling tasks, modelling processes, and interventions) have increased significantly in both experimental groups but to varying degrees. By contrast, pre-service teachers in the control group demonstrated no significant change to their level of pedagogical content knowledge.…
Author: | Gilbert Greefrath, Hans-Stefan SillerORCiD, Heiner KlockORCiD, Raphael Wess |
---|---|
URN: | urn:nbn:de:bvb:20-opus-308259 |
Document Type: | Journal article |
Faculties: | Fakultät für Mathematik und Informatik / Institut für Mathematik |
Language: | English |
Parent Title (English): | Educational Studies in Mathematics |
ISSN: | 0013-1954 |
ISSN: | 1573-0816 |
Year of Completion: | 2022 |
Volume: | 109 |
Issue: | 2 |
Pagenumber: | 383-407 |
Source: | Educational Studies in Mathematics (2022) 109:2, 383–407. https://doi.org/10.1007/s10649-021-10038-z |
DOI: | https://doi.org/10.1007/s10649-021-10038-z |
Dewey Decimal Classification: | 5 Naturwissenschaften und Mathematik / 51 Mathematik / 510 Mathematik |
Tag: | mathematical modelling; pedagogical content knowledge; pre-service teacher; professional competence |
Release Date: | 2024/06/19 |
Date of first Publication: | 2022/02/01 |
Licence (German): | CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International |