Naslov
What Do Slovenian and Croatian Teachers Know About Mathematical Modelling?

Autori
Sabo Junger, Mateja ; Lipovec, Alenka

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
New Horizons in Subject-Specific Education: Research Aspects of Subject-Specific Didactics

Urednik/ci
Lipovec, Alenka ; Batič, Janja ; Kranjec, Eva

Izdavač
Univerza v Mariboru

Grad
Maribor

Godina
2020

Raspon stranica
89-112

ISBN
978-961-286-358-6

Ključne riječi
Mathematics, Cross-country comparison, Curricular documents, Teachers' beliefs, Socially desirability bias

Sažetak
In today's world, mathematical modelling is essential, and it is necessary to learn how to model. Therefore, considerable efforts must be made to make the mathematical modelling process understandable to all students. Almost all education systems are striving in this direction. Nevertheless, there is still relatively little modelling in early mathematics teaching practice. The paper describes what mathematical modelling is in the context of early mathematics and the benefits it brings to students. The survey was conducted in Slovenia and Croatia on a sample of 887 teachers in the first four/five years of elementary education. The participants answered questions on the general meaning of the term mathematical modelling as they understand it. After the answer, we provided the teachers with the definition of mathematical modelling. We then set up claims about mathematical modelling with which teachers could either agree or disagree on the five-point Likert scale. Finally, the teachers answered some questions about the obstacles in teaching mathematical modelling. The results of the study suggest that teachers in both countries feel a lack of professional skills to teach mathematical modelling efficiently. Besides, the results show the advantages of explicit attention to modelling in the curriculum documents.

Izvorni jezik
Engleski

Znanstvena područja
Matematika, Pedagogija

POVEZANOST RADA