Future teachers’ experiences with modelling and for teaching modelling: A Realistic Mathematics Education perspective
Résumé
The purpose of this communication is to begin discussion on how the instructional design theory of Realistic Mathematics Education (RME) can be leveraged as a framework for describing the evolution of the mathematics teacher's knowledge about the learning and teaching of mathematical modelling. Drawing on data from a semester-long seminar on modelling for future secondary mathematics teachers, we theorise how participants transition from experiencing modelling for themselves to developing knowledge for teaching modelling. We adapt the RME emergent model design heuristic where preservice teachers’ experimenting with modelling activities initially serves as a model-of the modelling process, subsequently becoming a model-for their design of activities for teaching modelling to their future (imagined) students.
Origine | Fichiers produits par l'(les) auteur(s) |
---|