Mathematical modeling and the teachers' tensions

Abstract

This paper presents results from an empirical study of the tensions that teachers often experience when doing mathematical modeling. A teacher was followed and filmed during a basic-modeling class. The research is qualitative, because the intention is to analyze tensions as process. The procedures used for collecting the data were observation, interviews, and narratives. The results focus on moments in which teachers reveal tensions when doing mathematical modeling activities in their teaching practices. Examples include the tension of deciding what to do next, the tension of students involvement' and the tension of students domination of the mathematical content'. We then briefly describe implications for teacher training courses. © 2010 Springer Science+Business Media B.V.