Conception and reflection of a university seminar concerning realistic modelling in mathematics education

In this article we primarily want to share our experiences and reflections concerning a special course at the University of Vienna (see chapter 2). The topic of this seminar was “modelling and modelling problems”and the aim was twofold: On the one hand student teachers themselves should gain experie...

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Published inModelling in science education and learning Vol. 15; no. 1; pp. 9 - 28
Main Authors Christoph Ableitinger, Hans Humenberger
Format Journal Article
LanguageEnglish
Published Universitat Politècnica de València 01.01.2022
Subjects
german speaking
mathematical concepts
mathematical modelling
mathematics education
school practice
tools and processes
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ISSN1988-3145
DOI10.4995/msel.2022.16176

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Summary:In this article we primarily want to share our experiences and reflections concerning a special course at the University of Vienna (see chapter 2). The topic of this seminar was “modelling and modelling problems”and the aim was twofold: On the one hand student teachers themselves should gain experience in working on a modelling problem (small groups of 3-5 persons), on the other hand they should get first experiences to create modelling problems for students at school (grade 8-11) and to supervise their modelling processes during a modelling day at school. These skills are crucial for prospective teachers if they should implement the idea of “modelling”later in their professional life as teachers in classroom. In order to make clear our personal view on modelling and modelling problems (What are proper modelling problems? What is the difference between modelling problems and dressed-up word problems? Etc.) –which is necessary to properly understand Section 2 –we first outline our corresponding approach in Section 1.
ISSN:1988-3145
DOI:10.4995/msel.2022.16176