Mathematics teachers’ ideas about mathematical models: a diverse landscape
Tipo de documento
Lista de autores
Bautista, Alfredo, Michelle-H., Wilkerson-Jerde, Roger-G., Tobin y Bárbara-M., Brizuela
Resumen
This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers’ ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers’ written responses to three open-ended questions through content analysis. A varied landscape of ideas was identified. Teachers referred to different entities as constituting models, expressed different ideas about whether data points can be part of models, and whether models convey more information than data. Interesting differences according to educational background were identified, especially between teachers with and without mathematics backgrounds.
Fecha
2014
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Educación superior, formación de pregrado, formación de grado | Educación técnica, educación vocacional, formación profesional | Formación en posgrado
Idioma
Revisado por pares
Formato del archivo
Referencias
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