This study examines the evolution of 11 prospective teachers’ understanding of
mathematical modeling through the implementation of a modeling module within a cur￾riculum course in a secondary teacher preparation program. While the prospective teachers
had not previously taken a course on mathematical modeling, they will be expected to
include modeling as part of the school curriculum under current state standards. The
module consisted of readings, analysis of the Common Core State Standards, carefully
designed modeling activities, individual and group work, discussion, presentations, and
reflections. The results show that while most prospective teachers had misconceived
definitions of mathematical modeling prior to the module, they developed the correct
understanding of modeling as an iterative process involving making assumptions and
validating conclusions connected to everyday situations. The study reveals how the
prospective teachers translated the modeling cycle into practice in the context of a care￾fully designed open-ended problem and the strong connections between modeling activities
and promoting mathematical practices.

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Tersedia

• Developing understanding of mathematical modeling in secondary teacher preparation

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