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Pre-service Teacher Learning for Mathematical Modelling

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Book cover Teaching Mathematical Modelling: Connecting to Research and Practice

Abstract

Evidence has shown that teachers in South Africa often lack the capacity to both connect their mathematics to real-life contexts and struggle to see the internal connections between mathematical concepts. Situating our argument within the ‘critical competence’ and ‘utility’ perspectives, we focus on pre-service teachers’ initial mathematical modelling competencies in a professional development course. Using the notion of modelling competencies with specific reference to the didactic modelling process, we argue that the pre-service teachers’ initial mathematical modelling competencies are at early stages of development.

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Author information

Authors and Affiliations

  1. School of Education, University of the Witwatersrand, Private Bag 3, WITS 2050, Johannesburg, South Africa

    Mark Winter & Hamsa Venkat

Authors
  1. Mark Winter
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  2. Hamsa Venkat
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Corresponding author

Correspondence to Mark Winter .

Editor information

Editors and Affiliations

  1. Education VIC | Faculty of Education, Australian Catholic University, Ballarat, Victoria, Australia

    Gloria Ann Stillman

  2. Faculty of Education, University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

  3. Department of Mathematics, University of Kassel, Kassel, Germany

    Werner Blum

  4. Education VIC | Faculty of Education, Australian Catholic University, Melbourne, Victoria, Australia

    Jill P. Brown

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Winter, M., Venkat, H. (2013). Pre-service Teacher Learning for Mathematical Modelling. In: Stillman, G., Kaiser, G., Blum, W., Brown, J. (eds) Teaching Mathematical Modelling: Connecting to Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_33

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