Abstract
First results with respect to teaching modelling are presented from Australian data collected as part of an international study of pre-service mathematics teachers, Competencies of Future Mathematics Teachers. Data were collected from 73 volunteer pre-service secondary mathematics teachers from six cohorts at five university sites in three Australian states. Questionnaire responses targeting affinity of pre-service teachers by using modelling tasks in Years 8–10 are analysed from the perspective of possible differences associated with the length of teacher preparation program being undertaken.
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Each response has an identifier for a university site, year of data collection, and student.
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Acknowledgement
This research was funded by a University of Melbourne Joint Research Grant (International). The coding assistance of Björn Schwarz, Nils Buchholtz, Björn Wissmach, Ling Schuller, and Tak Wai Ip is acknowledged. Thanks also to those who collected data at various sites.
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Stillman, G., Brown, J.P. (2011). Pre-service Secondary Mathematics Teachers’ Affinity with Using Modelling Tasks in Teaching Years 8–10. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_29
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DOI: https://doi.org/10.1007/978-94-007-0910-2_29
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