Pre-service Secondary Mathematics Teachers’ Affinity with Using Modelling Tasks in Teaching Years 8–10
First results with respect to teaching modelling are presented from Australian data collected as part of an international study of pre-service mathematics teachers, Competencies of Future Mathematics Teachers. Data were collected from 73 volunteer pre-service secondary mathematics teachers from six cohorts at five university sites in three Australian states. Questionnaire responses targeting affinity of pre-service teachers by using modelling tasks in Years 8–10 are analysed from the perspective of possible differences associated with the length of teacher preparation program being undertaken.
KeywordsMathematics Teacher Pedagogical Content Knowledge Modelling Task Teacher Preparation Program Mathematical Content Knowledge
This research was funded by a University of Melbourne Joint Research Grant (International). The coding assistance of Björn Schwarz, Nils Buchholtz, Björn Wissmach, Ling Schuller, and Tak Wai Ip is acknowledged. Thanks also to those who collected data at various sites.
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