Insights into teachers' unconscious behaviour in modeling contexts

Abstract

In this paper, we will describe from a cognitive perspective how teachers deal with mathematical modeling problems in the classroom (grades 8-10, 14-16-year-olds) and how their behaviour is obviously dependent on certain features that are widely unknown to them. Our examples are taken from two projects: the COM2 project where, among other things, the influence of the teachers' mathematical thinking styles on their way of dealing with modeling problems is investigated, and the DISUM project where, among other things, teachers' interventions during their coaching of students' problem solving processes are analysed. © 2010 Springer Science+Business Media B.V.