Teachers learning to design and implement mathematical modelling activities through collaboration
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
Documents
- BEJ_CERME11
Final published version, 301 KB, PDF document
In this paper, we present a model for upper secondary in-service teacher courses based on the Anthropological Theory of the Didactics and explore how we can teach teachers to design and implement mathematical modelling in their classrooms. The course evolves around Study and Research Path based teaching and strives to create para-didactic infrastructures as a framework for teachers’ development of teaching practice. The novelty in this study is the sequence of shared preparation, observation and evaluation of teaching in the course. We describe the structures and their functioning through an example of a group of teachers’ work. Based on the activity we discuss the potentials of creating such structures and the needs for further research in this field.
Original language | English |
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Title of host publication | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. |
Editors | U. T. Jankvist, M. Van den Heuvel-Panhuizen , M. Veldhuis |
Publisher | Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands |
Publication date | 2020 |
Pages | 1182-1189 |
ISBN (Print) | 978-90-73346-75-8 |
Publication status | Published - 2020 |
- Faculty of Science - Study and research paths, modelling activities, Professional development, para-didactic infrastructures, upper secondary mathematics
Research areas
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