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Pre-service Mathematics Teachers’ Experiences in Modelling Projects from a Socio-critical Modelling Perspective

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Mathematical Modelling in Education Research and Practice

Abstract

Partial findings from a research project aimed at characterising experiences in mathematical modelling (MM) projects carried out by pre-service mathematics teachers are reported. The non-mathematical themes selected and the mathematical content used in designing and developing free MM projects are reported. Aspects of the socio-critical modelling perspective present in such projects are also analysed. This analysis revealed that: (a) the selected themes could be categorized as: socio-economic, ecological, personally relevant, didactical and mathematically focused; (b) the mathematical content involved in the projects were associated with statistics, probability, and analysis. The study of a single project about trash and recyclable collection reveals characteristics of socio critical modelling perspective, difficulties of the MM process, and educational reflections.

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Notes

  1. 1.

    In the Argentinean school system, even though there are national curriculum orientations, the design and implementation of the curriculum are the responsibility of each state.

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Correspondence to Mónica E. Villarreal .

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Villarreal, M.E., Esteley, C.B., Smith, S. (2015). Pre-service Mathematics Teachers’ Experiences in Modelling Projects from a Socio-critical Modelling Perspective. In: Stillman, G., Blum, W., Salett Biembengut, M. (eds) Mathematical Modelling in Education Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-18272-8_48

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