Pre-service secondary teachers’ pedagogical content knowledge for the teaching of mathematical modelling

Greefrath G, Siller HS, Klock H, Wess R

Forschungsartikel (Zeitschrift) | Peer reviewed

Zusammenfassung

The article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help of a test developed from a conceptual model for this purpose, we examine whether this pedagogical content knowledge can be promoted in its different facets – especially knowledge about modelling tasks and about interventions – by suitable university seminars. For this purpose, the test was administered to three groups in a seminar for the teaching of mathematical modelling: (1) to those respondents who created their own modelling tasks for use with students, (2) to those trained to intervene in mathematical modelling processes and (3) participating students who are not required to address mathematical modelling. The findings of the study – based on variance analysis – indicate that certain facets (knowledge of modelling tasks, modelling processes and interventions) have increased significantly in both experimental groups, but to varying degrees. By contrast, pre-service teachers in the control group demonstrated no significant change to their level of pedagogical content knowledge.

Details zur Publikation

FachzeitschriftEducational Studies in Mathematics
Jahrgang / Bandnr. / Volume109
Ausgabe / Heftnr. / Issue2
Seitenbereich383-407
StatusVeröffentlicht
Veröffentlichungsjahr2022
Sprache, in der die Publikation verfasst istEnglisch
DOI10.1007/s10649-021-10038-z
StichwörterMathematical modelling; Pedagogical content knowledge; Professional competence; Pre-service teacher

Autor*innen der Universität Münster

Greefrath, Gilbert
Professur für Mathematikdidaktik mit dem Schwerpunkt Sekundarstufen (Prof. Greefrath)
Wess, Raphael
Professur für Mathematikdidaktik mit dem Schwerpunkt Sekundarstufen (Prof. Greefrath)