The roles preservice teachers adopt in modelling-related problem posing

Luisa Marie Hartmann, Stanislaw Schukajlow, Mogens Niss, Uffe Thomas Jankvist

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

Abstract

Posing problems that are based on given real-world situations is important for teaching mathematical modelling. However, little is known about the posing process and the corresponding roles that teachers play. To help fill this gap, the current study examined the roles that preservice teachers adopt when they pose problems based on given real-world situations. We analyzed data from seven preservice teachers who posed problems based on a given real-world situation and identified three different roles preservice teachers tend to adopt when they pose a problem: Protagonist, teacher, and problem solver. Further, we describe the domains that are addressed in these roles and affect teachers’ decision-making when posing problems. Implications for how to teach (preservice) teachers to pose real-world problems are discussed.
Original languageEnglish
Title of host publicationProceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023
EditorsMichal Ayalon, Boris Koichu, Roza Leikin, Laurie Rubel, Michal Tabach
Number of pages8
PublisherPsychology of Mathematics Education (PME)
Publication date2023
Pages19-26
ISBN (Print)9789659311231
Publication statusPublished - 2023
Event46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023 - Haifa, Israel
Duration: 16 Jul 202221 Jul 2022

Conference

Conference46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023
Country/TerritoryIsrael
CityHaifa
Period16/07/202221/07/2022
SeriesProceedings of the International Group for the Psychology of Mathematics Education
Volume3
ISSN0771-100X

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