Quantitative reasoning as a lens to examine changes in modelling competencies of secondary preservice teachers

Abstract

This study draws on quantitative reasoning research to explain how secondary mathematics preservice teachers’ (PSTs) modelling competencies changed as they participated in a teacher education programme that integrated modelling experience. Adopting a mixed methods approach, we documented 110 PSTs’ competencies in Vietnam using an adapted Modelling Competencies Questionnaire. The results show that PSTs improved their real-world-problem-statement, formulating-a-model, solving-mathematics, and interpreting-outcomes competencies. Showing their formulating-a-model and interpreting-outcomes competencies, PSTs enhanced their quantitative reasoning by properly interpreting the quantities and their relationships using different representations. In addition, the analysis showed a statistically significant correlation between PSTs’ modelling competencies and quantitative reasoning. Suggestions for programme design to enhance modelling competencies are included.