{"title":"以定量推理为视角，研究中学职前教师建模能力的变化","authors":"An Thi Tan Nguyen, Dung Tran","doi":"10.1007/s13394-023-00481-x","DOIUrl":null,"url":null,"abstract":"<p>This study draws on quantitative reasoning research to explain how secondary mathematics preservice teachers’ (PSTs) modelling competencies changed as they participated in a teacher education programme that integrated modelling experience. Adopting a mixed methods approach, we documented 110 PSTs’ competencies in Vietnam using an adapted Modelling Competencies Questionnaire. The results show that PSTs improved their <i>real-world-problem-statement</i>, <i>formulating-a-model</i>, <i>solving-mathematics</i>, and <i>interpreting-outcomes</i> competencies. Showing their <i>formulating-a-model</i> and <i>interpreting-outcomes</i> competencies, PSTs enhanced their quantitative reasoning by properly interpreting the quantities and their relationships using different representations. In addition, the analysis showed a statistically significant correlation between PSTs’ modelling competencies and quantitative reasoning. Suggestions for programme design to enhance modelling competencies are included.</p>","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Quantitative reasoning as a lens to examine changes in modelling competencies of secondary preservice teachers\",\"authors\":\"An Thi Tan Nguyen, Dung Tran\",\"doi\":\"10.1007/s13394-023-00481-x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study draws on quantitative reasoning research to explain how secondary mathematics preservice teachers’ (PSTs) modelling competencies changed as they participated in a teacher education programme that integrated modelling experience. Adopting a mixed methods approach, we documented 110 PSTs’ competencies in Vietnam using an adapted Modelling Competencies Questionnaire. The results show that PSTs improved their <i>real-world-problem-statement</i>, <i>formulating-a-model</i>, <i>solving-mathematics</i>, and <i>interpreting-outcomes</i> competencies. Showing their <i>formulating-a-model</i> and <i>interpreting-outcomes</i> competencies, PSTs enhanced their quantitative reasoning by properly interpreting the quantities and their relationships using different representations. In addition, the analysis showed a statistically significant correlation between PSTs’ modelling competencies and quantitative reasoning. Suggestions for programme design to enhance modelling competencies are included.</p>\",\"PeriodicalId\":46887,\"journal\":{\"name\":\"Mathematics Education Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-01-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Mathematics Education Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s13394-023-00481-x\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13394-023-00481-x","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Quantitative reasoning as a lens to examine changes in modelling competencies of secondary preservice teachers
This study draws on quantitative reasoning research to explain how secondary mathematics preservice teachers’ (PSTs) modelling competencies changed as they participated in a teacher education programme that integrated modelling experience. Adopting a mixed methods approach, we documented 110 PSTs’ competencies in Vietnam using an adapted Modelling Competencies Questionnaire. The results show that PSTs improved their real-world-problem-statement, formulating-a-model, solving-mathematics, and interpreting-outcomes competencies. Showing their formulating-a-model and interpreting-outcomes competencies, PSTs enhanced their quantitative reasoning by properly interpreting the quantities and their relationships using different representations. In addition, the analysis showed a statistically significant correlation between PSTs’ modelling competencies and quantitative reasoning. Suggestions for programme design to enhance modelling competencies are included.
期刊介绍：
The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community. The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education. The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region. The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region. The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.
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