Why do prospective teachers have difficulties in mathematical modelling? Insights from their perspectives

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dc.authoridÇetinkaya, Bülent/0000-0002-6661-7957en_US
dc.authoridErbas, Ayhan Kursat/0000-0003-2346-031X;en_US
dc.contributor.authorSen Zeytun, Ayşel
dc.contributor.authorÇetinkaya, Bülent
dc.contributor.authorErbas, Ayhan Kursat
dc.date.accessioned2024-07-12T21:37:29Z
dc.date.available2024-07-12T21:37:29Z
dc.date.issued2024en_US
dc.department[Belirlenecek]en_US
dc.description.abstractThis study investigated the sources of difficulties experienced by prospective teachers in mathematical modelling in the context of a semester-long course on mathematical modelling for teachers. The data reported in this study were collected from six prospective teachers through in-depth semi-structured interviews supported by audio and videotaped classroom observations and prospective teachers' written solutions for the modelling tasks. The results showed that the sources of difficulties experienced by prospective teachers in mathematical modelling could be subsumed under individual and contextual factors. The individual factors included four issues: lack of conceptual understanding of mathematics, the difficulty of connecting the real world and the mathematical world, the disposition to focus solely on reaching a result, and disorganized and unsystematic work. The contextual factors included two issues: insufficient previous experience with modelling tasks and time limitations. Some implications of these results are discussed.en_US
dc.identifier.doi10.1080/0020739X.2023.2171922
dc.identifier.endpage117en_US
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85147766733en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage94en_US
dc.identifier.urihttps://doi.org/10.1080/0020739X.2023.2171922
dc.identifier.urihttps://hdl.handle.net/20.500.12415/6804
dc.identifier.volume55en_US
dc.identifier.wosWOS:000928991600001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.relation.ispartofInternational Journal of Mathematical Education in Science And Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKY04146
dc.subjectDifficulties With Mathematical Modellingen_US
dc.subjectMathematical Modellingen_US
dc.subjectModelling Processen_US
dc.subjectProspective Teachersen_US
dc.subjectPre-Service Mathematics Teacher Educationen_US
dc.titleWhy do prospective teachers have difficulties in mathematical modelling? Insights from their perspectivesen_US
dc.typeArticle
dspace.entity.typePublication

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