Abstract
This paper explores teachers’ professional learning in mathematical modelling using a range of theoretical tools. The study on which it is based gives a snapshot of the work of a development group of teachers near the outset of their journey into modelling. Narrative accounts of their development in terms of both their teaching and students’ learning are analysed using an instrument developed for this purpose. The results provide insight into important issues to consider when supporting professional learning in general and modelling in particular. This small scale study points to the importance for teachers of renegotiating the didactical contract of their classrooms when introducing modelling and consequently the need for professional learning that expands their repertoires in relation to both subject knowledge and particularly pedagogy more generally.
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Wake, G.D. (2011). Teachers’ Professional Learning: Modelling at the Boundaries. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_62
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DOI: https://doi.org/10.1007/978-94-007-0910-2_62
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