Opportunities of Authentic Modelling Tasks in the Learning of Mathematical Modelling for Teaching. A Study with Prospective Mathematics Teachers

Bibliographic Data

ID21766829
AuthorsPaula Andrea Rendón-Mesa (0000-0001-6851-3302, Institución Universitaria Salazar y Herrera), Mónica Marcela Parra-Zapata (0000-0002-8844-0013, Ação Educativa), Jhony Alexander Villa-Ochoa (0000-0003-2950-1362, Universidad de Antioquia)
Year2023
Volume23
Issue1-2
Publication date2023-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueUNIPLURIVERSIDAD (JOURNAL)
Journal identifiersISSN: 1657-4249 • E-ISSN: 2665-2730
PublisherUniversidad de Antioquia (PUBLISHER • CO)
DOI10.17533/udea.unipluri.358071
OpenAlexW4416013973
LanguageEN
References cited32

Teacher learning on mathematical modelling is a significant goal of mathematics education. This article presents the results of a study conducted within a course designed for prospective teachers. Rooted in the principles of authentic learning, authentic tasks were designed to promote the prospective teacher's learning of mathematical modelling and its teaching. Data were collected from 18 prospective teachers across two groups of a mathematical modelling course at a public University. Analysis of documents, videos, and interviews evidenced the learning achieved by prospective teachers about learning environment configuration, use of context, and modelling project development. The results of this study provide empirical evidence regarding characteristics and components that configure authentic tasks that contribute to mathematical modelling learning and its teaching. Some implications regarding the way to integrate authenticity in mathematical modelling emerged from this study

Authentic learning · Empirical research · Mathematical model · Mathematical practice · Structural equation modeling · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Statistics Education and Methodologies

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