Abstract
Teacher education should foster teachers’ competencies in teaching mathematical modelling since it is a demanding task. Mathematical modelling requires spontaneous reactions, which are related to the core of teachers’ competencies–teacher noticing. The study designed a video-based course to develop these competencies in the context of mathematical modelling. The findings revealed a noticeable improvement in their noticing competencies after participating in the semester-long course. In particular, pre-service teachers’ topical focus shifted towards modelling thinking and pedagogy. They made significantly more interpretive comments and used significantly more task-dimensional knowledge for teaching mathematical modelling to reason about events. These results appear to support the viability of using video for this purpose.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 5, May 2024, Article No: em2441
https://doi.org/10.29333/ejmste/14466
Publication date: 01 May 2024
Online publication date: 17 Apr 2024
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