Preparing middle and high school teachers for teaching mathematical modeling: building curriculum vision and trust through curricular and professional noticing

Document Type

Article

Publication Date

1-1-2024

Publication Title

Journal of Mathematics Teacher Education

Abstract

Preservice teachers need more opportunities to learn about mathematical modeling, and the field needs more research-based knowledge about effective course design, strategies, and practices to foster preservice teachers’ professional competency for teaching mathematical modeling. This case study examined how curricular and professional noticing frameworks helped preservice teachers develop curriculum vision and curriculum trust. Eight preservice mathematics teachers enrolled in a secondary (6–12) teacher preparation program participated in a 15-week professional development seminar series in which they (a) analyzed model eliciting activities and made sense of their curricular and pedagogical opportunities, (b) planned and enacted modeling tasks, and (c) reflected on their enactment through the lens of curricular and professional noticing. The results of this study suggest that using curricular and professional noticing can help preservice teachers recognize and make sense of the design principles of modeling tasks, the long-term learning goals afforded by the tasks, and potential implementation obstacles. However, developing curriculum vision seems to be easier than developing curriculum trust. Our analyses provide pedagogical implications for mathematics teacher education and professional development in order to better prepare mathematics teachers for the instruction of mathematical modeling.

DOI

10.1007/s10857-024-09673-z

This document is currently not available here.

Share

COinS