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Pre-service Teacher Learning for Mathematical Modelling

  • Mark Winter
  • Hamsa Venkat
Chapter
Part of the International Perspectives on the Teaching and Learning of Mathematical Modelling book series (IPTL)

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.

Keywords

Modelling Situation Mathematical Literacy Modelling Competency Elementary Mathematics 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.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.School of EducationUniversity of the WitwatersrandJohannesburgSouth Africa

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