Towards understanding teachers’ beliefs and affects about mathematical modelling
2009 (English)Conference paper (Other academic)
Work in progress on a framework aiming at capturing teachers’ beliefs about mathematical models and modelling is presented. It is suggested that the belief structure of mathematical models and modelling as perceived by teachers fruitfully might be explored as partly constituted of the teachers’ beliefs about the real world, the nature of mathematics, school mathematics, and applying and applications of mathematics. Some aspects of the suggested framework are explored using two case study interviews. It is found that the two teachers do not have any well formed beliefs about mathematical models and modelling, and that the interpreted beliefs structure of the teachers contain inconsistencies which are made explicit within the framework. The empiric findings also suggest some modifications of the framework.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:liu:diva-54316OAI: oai:DiVA.org:liu-54316DiVA: diva2:302714
CERME 6 - Sixth Conference of European Research in Mathematics Education Lyon, France, January 28 - February1