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Secondary Teacher Candidates’ Mathematical Modeling Task Design and Revision

Author

Listed:
  • Dong-Joong Kim

    (Department of Mathematics Education, Korea University, Seoul 02841, Korea)

  • Sang-Ho Choi

    (Innovation Institute for Future Education, Korea National University of Education, Cheongju 28173, Korea)

  • Younhee Lee

    (Department of Mathematics, Southern Connecticut State University, New Haven, CT 06515, USA)

  • Woong Lim

    (Graduate School of Education, Yonsei University, Seoul 03722, Korea)

Abstract

The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students and had the opportunity to revise the original tasks and rubrics based on student responses. The data included participants’ statements, in which they described and reflected on the design and revision process of modeling tasks. The study describes six didactic revision strategies in revising modeling tasks and identifies five emerging pedagogical ideas from revising tasks and rubrics. The study also discusses the way modeling task design activities have the potential to support teacher candidates’ learning through a bottom-up modeling curriculum in teacher education.

Suggested Citation

  • Dong-Joong Kim & Sang-Ho Choi & Younhee Lee & Woong Lim, 2021. "Secondary Teacher Candidates’ Mathematical Modeling Task Design and Revision," Mathematics, MDPI, vol. 9(22), pages 1-15, November.
    • Handle: RePEc:gam:jmathe:v:9:y:2021:i:22:p:2933-:d:681447
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