Pre-service mathematics teachers’ learning through designing modelling tasks
Résumé
The results of analysing the projects for the teaching of mathematics and modelling developed by future mathematics teachers are discussed in this paper. The participants were part of a seminar in which the objective was to develop their mathematical and pedagogical content knowledge related to the teaching of mathematics through the design of modelling tasks. With a qualitative methodology the written reports of and interviews with the pre-service teachers were analysed. The results bring to light some elements associated with their knowledge and how this knowledge is constructed in their experience with modelling activities and then reflected in the creation of teaching tasks.
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