Pre-service Teachers’ Sense-making of Mathematical Modelling Through a Design-Based Research Strategy

Abstract

This chapter reports on the sense-making of pre-service teachers in and about mathematical modelling by means of a well-planned design-based research strategy over a period of two iterations. Modelling, and the teaching thereof, is mostly difficult for teachers, but it can be learnt through the development of mathematical, modelling and facilitator competencies of pre-service teachers during their formal education. This study explores how pre-service teachers translate the modelling cycle and develop certain competencies over time through partaking in a series of modelling activities as modellers themselves and as teachers of modelling. Qualitative findings reveal how pre-service teachers improve in their sense-making of the mathematical modelling process, but they disclose some shortcomings that relate to preparing for the teaching of modelling.