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Pre-service Secondary Mathematics Teachers’ Affinity with Using Modelling Tasks in Teaching Years 8–10

  • Gloria Stillman
  • Jill P. Brown
Conference paper
Part of the International Perspectives on the Teaching and Learning of Mathematical Modelling book series (IPTL, volume 1)

Abstract

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.

Keywords

Mathematics Teacher Pedagogical Content Knowledge Modelling Task Teacher Preparation Program Mathematical Content Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgement

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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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.School of Education (Victoria)Australian Catholic UniversityBallaratAustralia
  2. 2.School of Education (Victoria)Australian Catholic UniversityMelbourneAustralia

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