Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons
Mathematical modelling enjoys affirmed relevance in educational curricula worldwide, and teacher education programs consider that this process should also be experienced during educational internships. The interest of this study focuses on the argumentation of a prospective teacher to justify the in...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-09-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/10/18/3339 |
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| author | Carlos Ledezma Telesforo Sol Gemma Sala-Sebastià Vicenç Font |
| author_facet | Carlos Ledezma Telesforo Sol Gemma Sala-Sebastià Vicenç Font |
| author_sort | Carlos Ledezma |
| collection | DOAJ |
| description | Mathematical modelling enjoys affirmed relevance in educational curricula worldwide, and teacher education programs consider that this process should also be experienced during educational internships. The interest of this study focuses on the argumentation of a prospective teacher to justify the incorporation (or not) of mathematical modelling in his lessons. To do this, we analyzed the reflection of a prospective mathematics teacher on the design of a modelling task during his educational internship. Methodologically, it is a case study in which, based on the didactic suitability criteria tool, the study subject structured the reflection on his educational internship in his master’s degree final project (MFP), whose central axis was modelling. We collected data from video recordings of group reflection sessions with the study subject and other prospective teachers of a professionalizing master’s program, and from the analysis of his MFP. The results evidenced the prospective teacher’s arguments to justify the design of a modelling task, his knowledge, and his beliefs about this process, among other aspects. We conclude that the specialized knowledge that is inferred from this argumentation is of different types and is part of a conglomerate formed, in addition, by values, beliefs, and guidelines for action. |
| first_indexed | 2024-03-09T23:16:12Z |
| format | Article |
| id | doaj.art-fe881172c3a047e682ac732a80c97994 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-09T23:16:12Z |
| publishDate | 2022-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-fe881172c3a047e682ac732a80c979942023-11-23T17:37:00ZengMDPI AGMathematics2227-73902022-09-011018333910.3390/math10183339Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His LessonsCarlos Ledezma0Telesforo Sol1Gemma Sala-Sebastià2Vicenç Font3Departament d’Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica, Facultat d’Educació, Campus Mundet, Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, SpainDepartament d’Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica, Facultat d’Educació, Campus Mundet, Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, SpainDepartament d’Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica, Facultat d’Educació, Campus Mundet, Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, SpainDepartament d’Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica, Facultat d’Educació, Campus Mundet, Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, SpainMathematical modelling enjoys affirmed relevance in educational curricula worldwide, and teacher education programs consider that this process should also be experienced during educational internships. The interest of this study focuses on the argumentation of a prospective teacher to justify the incorporation (or not) of mathematical modelling in his lessons. To do this, we analyzed the reflection of a prospective mathematics teacher on the design of a modelling task during his educational internship. Methodologically, it is a case study in which, based on the didactic suitability criteria tool, the study subject structured the reflection on his educational internship in his master’s degree final project (MFP), whose central axis was modelling. We collected data from video recordings of group reflection sessions with the study subject and other prospective teachers of a professionalizing master’s program, and from the analysis of his MFP. The results evidenced the prospective teacher’s arguments to justify the design of a modelling task, his knowledge, and his beliefs about this process, among other aspects. We conclude that the specialized knowledge that is inferred from this argumentation is of different types and is part of a conglomerate formed, in addition, by values, beliefs, and guidelines for action.https://www.mdpi.com/2227-7390/10/18/3339argumentationdidactic suitability criteriamaster’s degree final projectmathematical modelling |
| spellingShingle | Carlos Ledezma Telesforo Sol Gemma Sala-Sebastià Vicenç Font Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons Mathematics argumentation didactic suitability criteria master’s degree final project mathematical modelling |
| title | Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons |
| title_full | Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons |
| title_fullStr | Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons |
| title_full_unstemmed | Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons |
| title_short | Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons |
| title_sort | knowledge and beliefs on mathematical modelling inferred in the argumentation of a prospective teacher when reflecting on the incorporation of this process in his lessons |
| topic | argumentation didactic suitability criteria master’s degree final project mathematical modelling |
| url | https://www.mdpi.com/2227-7390/10/18/3339 |
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