The new mathematical modeling standard found in the Common Core State Standards for Mathematics in 2010 immediately created a gap between teachers’ knowledge and the new curriculum. Mathematical modeling is a way of doing mathematics with which many teachers are not familiar. The trilogy of Teachers College Mathematical Modeling Handbooks (Handbooks) were created with this in mind and made to be used as a tool for teachers of mathematical modeling. This study utilized a professional development program to determine teachers’ perceptions of these Handbooks.
This study used the qualitative case study approach with two active middle school teachers. Data were collected through researcher observations, journal entries of the two participants, and exit interviews. The data from this study show the two teachers found creating and working on their own models was the most useful activity in preparing to teach mathematical modeling. The teachers also reported positive perceptions toward reading background literature and being provided time to adapt the lesson modules from the Handbooks for their own classrooms. While the teachers did not utilize the theoretical structure provided in the third Handbook, they found the Handbooks, overall, to be an effective tool.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/D8PN94ZD |
| Date | January 2015 |
| Creators | Sanfratello, Andrew M. |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
Page generated in 0.0015 seconds