When mathematics in three acts meets mathematical modelling
Abstract
In this article, we investigate how the introduction of the pedagogical method, "mathematics in three acts" to preservice teachers influenced their mathematical modelling, while on practicum. We analyzed documentation, of groups of preservice teachers, on their experience of teaching modelling lessons. One finding was that the groups were able to use "mathematics in three acts" to produce modelling problems that fulfilled certain criteria in our selected framework, but they had difficulty finding modelling problems for the lower grades (grades 1-3). We also found that the preservice teachers appeared to emphasize the subprocess of working mathematically and devalue the subprocesses simplifying/structuring, mathematising, and validating, when guiding the pupils through a modelling process in a "mathematics in three acts" lesson.
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