What Did Taiwan Mathematics Teachers Think of Model-Eliciting Activities and Modelling Teaching?

Abstract

This chapter reports perceptions and obstacles of 16 secondary ­mathematics teachers after experiencing three model-eliciting activies (MEAs) and designing one MEA in a 9-week course linked to a master’s degree program in education for in-service teachers. Data collections included the learning sheets that showed teachers’ strategies of the three MEAs and the results of the MEA they designed, observation journals, reflection journals, questionnaires, interview reports, and video tapes of the classes. The results showed that teachers regarded modelling as a problem-solving process, and agreed with the advantages of implementing the MEAs in mathematics classrooms; they also mentioned obstacles of implementing MEA and designing MEA.