Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Secondary Teachers' Perspectives on Mathematical Modeling and Modeling Mathematics: Discovery, Appreciation, and Conflict

  • Ahmad M. Alhammouri (Department of Teacher Education, Jacksonville State University) ;
  • Joseph DiNapoli (Department of Mathematics, Montclair State University)
  • Received : 2023.03.13
  • Accepted : 2023.06.15
  • Published : 2023.09.30
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Abstract

Recent international reform movements call for attention on modeling in mathematics classrooms. However, definitions and enactment principles are unclear in policy documents. In this case study, we investigated United States high-school mathematics teachers' experiences in a professional development program focused on modeling and its enactment in schools. Our findings share teachers' experiences around their discovery of different conceptualizations, appreciations, and conflicts as they envisioned incorporating modeling into classrooms. These experiences show how professional development can be designed to engage teachers with forms of modeling, and that those experiences can inspire them to consider modeling as an imperative feature of a mathematics program.

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References

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