Abstract
The aim of the study was to understand preservice mathematics teachers’ improvement of their knowledge of mathematical modeling and knowledge for teaching modeling post[1]intervention. A total of 57 preservice mathematics teachers voluntarily participated in the study, which lasted for a period of five weeks. Data sources included three separate measurements; Mathematical Modeling Test, a questionnaire about the meaning of mathematical modeling, and model-eliciting activities. A quantitative and qualitative data analysis approach was employed in order to better understand the intervention achievement. The Mathematical Modeling Test data was examined with paired sample t-test, and the other two datasets were examined using thematic analysis to identify the preservice teachers’ pedagogical content knowledge through mathematical modeling and their performance at each step of the mathematical modeling. Data analysis revealed that although the preservice teachers increased their mathematical modeling knowledge, they experienced difficulties during the interpretation and adaptation of the mathematical modeling results into the real life situations.
Subject
General Agricultural and Biological Sciences