東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Mathematical Modeling from the Teach...

Huson, Christopher J.

Linked to FindBook

Google Book

Amazon

博客來

Mathematical Modeling from the Teacher's Perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematical Modeling from the Teacher's Perspective./
Author:	Huson, Christopher J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	145 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107561
ISBN:	9781339709611

Mathematical Modeling from the Teacher's Perspective.
Huson, Christopher J.

Mathematical Modeling from the Teacher's Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 145 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2016.

Applying mathematics to real world problems, mathematical modeling, has risen in priority with the adoption of the Common Core State Standards for Mathematics (National Governors Association and the Council of Chief State School Officers, 2010). Teachers are at the core of the implementation of the standards, but resources to help them teach modeling are relatively undeveloped. This multicase study explored the perspectives of teachers regarding mathematical modeling pedagogy (the modeling cycle), instructional materials, and professional collaboration, with the assumption that understanding teachers' views will assist authors, publishers, teacher educators, and administrators to develop better support for modeling instruction. A purposeful sample of six high school mathematics teachers from a variety of school settings across the country was interviewed using a semi-structured protocol. A conceptual framework developed by applying the theories of Guy Brousseau (1997) to the modeling literature guided the analysis. Qualitative methods including elements of grounded theory were used to analyze the data and synthesize the study's results. The research showed that teachers structure their instruction consistently with the modeling cycle framework, but it also uncovered the need for additional detail and structure, particularly in the initial steps when students make sense of the problem and formulate an approach. Presenting a modeling problem is particularly important and challenging, but there is inadequate guidance and support for this teaching responsibility. The study recommends the development of additional materials and training to help teachers with these steps of the modeling cycle. Furthermore, teachers find that modeling problems are engaging, and they help students make sense of mathematical concepts. Teachers would employ modeling problems more often if they were more available and convenient to use. The study recommends that features for an online depository of modeling materials be researched and developed, including a course-based, chronological organization, a diverse variety of materials and formats, and tapping teachers to contribute their lessons.

ISBN: 9781339709611Subjects--Topical Terms:

641129
Mathematics education.

Mathematical Modeling from the Teacher's Perspective.
LDR:03064nmm a2200277 4500 001 2124780
005 20171027132935.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339709611
035 $a (MiAaPQ)AAI10107561
035 $a AAI10107561
040 $a MiAaPQ $c MiAaPQ
100 1 $a Huson, Christopher J. $3 3286796
245 1 0 $a Mathematical Modeling from the Teacher's Perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Bruce R. Vogeli.
502 $a Thesis (Ph.D.)--Columbia University, 2016.
520 $a Applying mathematics to real world problems, mathematical modeling, has risen in priority with the adoption of the Common Core State Standards for Mathematics (National Governors Association and the Council of Chief State School Officers, 2010). Teachers are at the core of the implementation of the standards, but resources to help them teach modeling are relatively undeveloped. This multicase study explored the perspectives of teachers regarding mathematical modeling pedagogy (the modeling cycle), instructional materials, and professional collaboration, with the assumption that understanding teachers' views will assist authors, publishers, teacher educators, and administrators to develop better support for modeling instruction. A purposeful sample of six high school mathematics teachers from a variety of school settings across the country was interviewed using a semi-structured protocol. A conceptual framework developed by applying the theories of Guy Brousseau (1997) to the modeling literature guided the analysis. Qualitative methods including elements of grounded theory were used to analyze the data and synthesize the study's results. The research showed that teachers structure their instruction consistently with the modeling cycle framework, but it also uncovered the need for additional detail and structure, particularly in the initial steps when students make sense of the problem and formulate an approach. Presenting a modeling problem is particularly important and challenging, but there is inadequate guidance and support for this teaching responsibility. The study recommends the development of additional materials and training to help teachers with these steps of the modeling cycle. Furthermore, teachers find that modeling problems are engaging, and they help students make sense of mathematical concepts. Teachers would employ modeling problems more often if they were more available and convenient to use. The study recommends that features for an online depository of modeling materials be researched and developed, including a course-based, chronological organization, a diverse variety of materials and formats, and tapping teachers to contribute their lessons.
590 $a School code: 0054.
650 4 $a Mathematics education. $3 641129
690 $a 0280
710 2 $a Columbia University. $b TC: Mathematics Education. $3 1683524
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 0054
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107561