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High School Teachers' Implementation...

Mitesser, George Robert,

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High School Teachers' Implementation of Mathematical Modeling Instruction: A Basic Qualitative Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	High School Teachers' Implementation of Mathematical Modeling Instruction: A Basic Qualitative Study // George Robert Mitesser.
Author:	Mitesser, George Robert,
Description:	1 electronic resource (123 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32041461
ISBN:	9798315712978

High School Teachers' Implementation of Mathematical Modeling Instruction: A Basic Qualitative Study /
Mitesser, George Robert,

High School Teachers' Implementation of Mathematical Modeling Instruction: A Basic Qualitative Study /George Robert Mitesser. - 1 electronic resource (123 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Mathematical modeling is a branch of mathematics and a high school Common Core State Standard that involves students solving complex, authentic problems and enhancing student interest in science, technology, engineering, and mathematics (STEM). The problem was that high school teachers in Connecticut, who do not have adequate mathematical knowledge for teaching mathematical modeling, limit students from pursuing a career in STEM. The study fills the gap in the literature concerning teachers' implementation of mathematical modeling instruction in Connecticut. The purpose of this basic qualitative study was to explore Connecticut high school teachers' mathematical knowledge for teaching mathematical modeling to help motivate students pursue a career in STEM. Mathematical knowledge for teaching (MKT) theory and realistic mathematics education (RME) theory formed the study's theoretical framework. The study explored high school teachers' perceptions regarding the difficulties of teaching mathematical modeling to students and the knowledge for teaching mathematical modeling that high school teachers in Connecticut possess. A basic qualitative design was used with a semistructured interview protocol as the primary data source. Fifteen teachers with at least 1 year of teaching mathematical modeling were selected from the population of high school mathematics teachers in Connecticut through purposeful and snowball sampling. Data were coded using Dedoose software and analyzed using thematic analysis with some predefined themes from MKT. Participants perceived that time, students' perseverance, and their struggles with modeling made teaching mathematical modeling challenging.

English

ISBN: 9798315712978Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

High school teachers

High School Teachers' Implementation of Mathematical Modeling Instruction: A Basic Qualitative Study /
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520 $a Mathematical modeling is a branch of mathematics and a high school Common Core State Standard that involves students solving complex, authentic problems and enhancing student interest in science, technology, engineering, and mathematics (STEM). The problem was that high school teachers in Connecticut, who do not have adequate mathematical knowledge for teaching mathematical modeling, limit students from pursuing a career in STEM. The study fills the gap in the literature concerning teachers' implementation of mathematical modeling instruction in Connecticut. The purpose of this basic qualitative study was to explore Connecticut high school teachers' mathematical knowledge for teaching mathematical modeling to help motivate students pursue a career in STEM. Mathematical knowledge for teaching (MKT) theory and realistic mathematics education (RME) theory formed the study's theoretical framework. The study explored high school teachers' perceptions regarding the difficulties of teaching mathematical modeling to students and the knowledge for teaching mathematical modeling that high school teachers in Connecticut possess. A basic qualitative design was used with a semistructured interview protocol as the primary data source. Fifteen teachers with at least 1 year of teaching mathematical modeling were selected from the population of high school mathematics teachers in Connecticut through purposeful and snowball sampling. Data were coded using Dedoose software and analyzed using thematic analysis with some predefined themes from MKT. Participants perceived that time, students' perseverance, and their struggles with modeling made teaching mathematical modeling challenging.
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