Skip to main content
SpringerLink
Log in

Pre-service Teachers’ Sense-making of Mathematical Modelling Through a Design-Based Research Strategy

  • Chapter
  • First Online:
Mathematical Modelling Education and Sense-making

Abstract

This chapter reports on the sense-making of pre-service teachers in and about mathematical modelling by means of a well-planned design-based research strategy over a period of two iterations. Modelling, and the teaching thereof, is mostly difficult for teachers, but it can be learnt through the development of mathematical, modelling and facilitator competencies of pre-service teachers during their formal education. This study explores how pre-service teachers translate the modelling cycle and develop certain competencies over time through partaking in a series of modelling activities as modellers themselves and as teachers of modelling. Qualitative findings reveal how pre-service teachers improve in their sense-making of the mathematical modelling process, but they disclose some shortcomings that relate to preparing for the teaching of modelling.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Amory, A., Gravett, S., & Van der Westhuizen, D. (2008). Teaching and learning at the University of Johannesburg: A position paper. Document SEN, 252(2008), 5.

    Google Scholar 

  • Anderson, T., & Shattuck, J. (2012). Design-based research a decade of progress in education research? Educational Researcher, 41(1), 16–25.

    Article  Google Scholar 

  • Balakrishnan, G., Yen, Y. P., & Goh, L. E. E. (2010). Mathematical modelling in the Singapore secondary school mathematics curriculum. In B. Kaur & J. Dindyal (Eds.), Mathematical applications and modelling (pp. 237–257). Singapore: World Scientific.

    Google Scholar 

  • Bernstein, A (Ed.) (2013). Mathematics outcomes in South African Schools. What are the facts? What should be done? The Centre for Development and enterprise. South Africa Available from: http://www.cde.org.za/wp-content/uploads/2013/10/MATHEMATICS%20OUTCOMES%20IN%20SOUTH%20AFRICAN%20SCHOOLS.pdf

    Google Scholar 

  • Bester, E. A., Ham, J., Loots, K., & Stark, A. (1998). Study and master mathematics grade 11 & 12 (HG). Goodwood: National Book Printers.

    Google Scholar 

  • Blum, W., & Borromeo Ferri, R. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1), 45–58.

    Google Scholar 

  • COMAP-SIAM. (2016). Guidelines for assessment & instruction in mathematical modeling education (GAIMME). Bedford: COMAP & Philadelphia: SIAM. Available from: http://www.siam.org/reports/gaimme.php

  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage.

    Google Scholar 

  • Hess, G. R., Tosney, K. W., & Liegel, L. H. (2009). Creating effective poster presentations: AMEE Guide no. 40. Medical Teacher, 31(4), 319–321.

    Article  Google Scholar 

  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.

    Article  Google Scholar 

  • Jacobs, G. J., & Durandt, R. (2017). Attitudes of pre-service mathematics teachers towards modelling: A South-African inquiry. EURASIA Journal of Mathematics Science and Technology Education, 13(1), 61–84.

    Google Scholar 

  • Meyer, W. J. (2012). Concepts of mathematical modeling. Mineola: Dover.

    Google Scholar 

  • Ng, K. E. D. (2013). Teacher readiness in mathematical modelling are there differences between pre-service and in-service teachers? In G. A. Stillman, G. Kaiser, W. Blum, & J. P. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 339–348). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Niss, M., Blum, W., & Galbraith, P. (2007). Introduction. In W. Blum, P. L. Galbraith, H.-W. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education (pp. 3–32). New York: Springer.

    Chapter  Google Scholar 

  • Schoenfeld, A. H. (2014). What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined. Educational Researcher, 43(8), 404–412.

    Article  Google Scholar 

  • Stillman, G., Galbraith, P., Brown, J., & Edwards, I. (2007). A framework for success in implementing mathematical modelling in the secondary classroom. In J. Watson & K. Beswick (Eds.), Proceedings of MERGA 30 (Vol. 2, pp. 688–697). Hobart: MERGA.

    Google Scholar 

  • Tan, L. S., & Ang, K. C. (2012). Pedagogical content knowledge in mathematical modelling instruction. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Proceedings of MERGA 35 (pp. 712–719). Singapore: MERGA.

    Google Scholar 

Download references

Acknowledgement

This work is based on the research partially supported by the National Research Foundation (NRF) of South Africa, Unique Grant No. 106978.

Author information

Authors and Affiliations

  1. Department of Applied Physics and Engineering Mathematics, Faculty of Science, University of Johannesburg, Johannesburg, South Africa

    Rina Durandt

  2. Department of Science and Technology Education, Faculty of Education, University of Johannesburg, Johannesburg, South Africa

    Geoffrey V. Lautenbach

Authors
  1. Rina Durandt
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Geoffrey V. Lautenbach
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rina Durandt .

Editor information

Editors and Affiliations

  1. Australian Catholic University, Ballarat, VIC, Australia

    Gloria Ann Stillman

  2. Stellenbosch University, Stellenbosch, South Africa

    Christine Erna Lampen

  3. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Durandt, R., Lautenbach, G.V. (2020). Pre-service Teachers’ Sense-making of Mathematical Modelling Through a Design-Based Research Strategy. In: Stillman, G.A., Kaiser, G., Lampen, C.E. (eds) Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-37673-4_37

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-37673-4_37

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-37672-7

  • Online ISBN: 978-3-030-37673-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation