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    Teacher Views of Mathematical Modeling

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    Author
    Been, Amy L.
    Issue Date
    2016
    Keywords
    Mathematical Modeling
    Middle School Mathematics
    Teacher Views
    Mathematics
    In-Service Teachers
    Advisor
    Civil, Marta
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    As mathematical modeling gains popularity in K-12 classrooms, it is important to define what this entails for both students and teachers. The following study reviews various definitions of mathematical modeling and how these definitions are relevant for middle grades (5-9) teachers. Following a professional development workshop on mathematical modeling, four middle school teachers expressed their views about teaching mathematics through modeling tasks. This study documents the teachers' perceptions of what it means to model with mathematics, which tasks are most appropriate for their students, and why this is important in each of their classrooms. Although the teachers varied in their views depending on the context and circumstances surrounding each modeling task, they agreed that mathematical modeling helps students build critical thinking skills and provides an opportunity to align mathematics concepts with engaging, realistic phenomena.
    Type
    text
    Electronic Thesis
    Degree Name
    M.S.
    Degree Level
    masters
    Degree Program
    Graduate College
    Mathematics
    Degree Grantor
    University of Arizona
    Collections
    Master's Theses

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