Abstract
Mathematical modelling is an important component of STEM education in the 21st century. This study examines how a designated professional development program impacts teachers' perceptions of mathematical modelling instruction and their mathematical modelling competency. The perceptions were assessed by a pre-post questionnaire and their modelling competency was measured by their solutions to modelling tasks, over three different timepoints. The results show a positive change in teachers' perceptions of modelling instruction and a positive trend in their competency to apply certain stages of the mathematical modelling cycle. In the study, methodological and practical contributions are discussed with respect to promoting and assessing mathematical modelling competence among mathematical teachers.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022 |
| Editors | Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas |
| Publisher | Psychology of Mathematics Education (PME) |
| Pages | 339-346 |
| Number of pages | 8 |
| ISBN (Print) | 9788413021768 |
| State | Published - 2022 |
| Externally published | Yes |
| Event | 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 - Alicante, Spain Duration: 18 Jul 2022 → 23 Jul 2022 |
Publication series
| Name | Proceedings of the International Group for the Psychology of Mathematics Education |
|---|---|
| Volume | 2 |
| ISSN (Print) | 0771-100X |
| ISSN (Electronic) | 2790-3648 |
Conference
| Conference | 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 |
|---|---|
| Country/Territory | Spain |
| City | Alicante |
| Period | 18/07/22 → 23/07/22 |
Bibliographical note
Publisher Copyright:© 2022 left to authors. All rights reserved.