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Exploring the Initial Convictions and Mindset of Prospective Mathematics Teachers Towards Modelling

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Educating Prospective Secondary Mathematics Teachers

Part of the book series: ICME-13 Monographs ((ICME13Mo))

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Abstract

Modelling, as a problem solving strategy forms part of the South African mathematics secondary school curriculum since 2011. In many instances, mathematics teachers are incapacitated to teach modelling effectively, although literature also reveals the opposite. This study reports on the convictions (beliefs) and mindset (attitude) of prospective mathematics teachers, based on their initial engagement with a modelling task. Significant attitudinal differences emerged between the two genders, and between participants with diverse mathematics competency levels. Participants enjoyed and valued the modelling task, but seemed to lack confidence and motivation in pursuing it in future. In striving to develop the modelling and mathematical proficiency of prospective teachers, a well-planned programme that gradually nurtures participants’ modelling mindsets and confidence is recommended.

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Notes

  1. 1.

    This DBR study is conducted over three phases and the investigation forms part of phase 2, iteration 1. Each phase has a unique focus and the analysis contribute towards testing, improving and understanding the design.

  2. 2.

    In South Africa, different Grade 12 qualifications are available, e.g. the National Curriculum Statement (known as the Curriculum and Assessment Policy (CAPS) since 2011), mostly offered by public schools and the Grade 12 examination of the Independent Examinations Board (the IEB) mostly offered by private/independent schools and colleges. The two curricula differ in respect of scope and depth, though not substantially, while the exit level outcomes of both in respect of the subject Mathematics are compatible and thus accepted by both public and private South African universities.

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Acknowledgements

This work is based on the research partially supported financially by the National Research Foundation (NRF) of South Africa, Unique Grant No. 106978.

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Authors and Affiliations

  1. Faculty of Science, University of Johannesburg, Po Box 524, Auckland Park, Johannesburg, 2006, South Africa

    Rina Durandt & Gerrie J. Jacobs

Authors
  1. Rina Durandt
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  2. Gerrie J. Jacobs
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Correspondence to Rina Durandt .

Editor information

Editors and Affiliations

  1. Department of Curriculum and Teaching, Auburn University, Alabama, USA

    Marilyn E. Strutchens

  2. Department of Mathematical Sciences, Middle Tennessee State University, Murfreesboro, Tennessee, USA

    Rongjin Huang

  3. Department of Mathematics, National and Kapodistrian University of Athens, Athens, Greece

    Despina Potari

  4. Facultad de Matemática, Astronomía y Física, Universidad Nacional de Córdoba, Córdoba, Argentina

    Leticia Losano

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Durandt, R., Jacobs, G.J. (2018). Exploring the Initial Convictions and Mindset of Prospective Mathematics Teachers Towards Modelling. In: Strutchens, M., Huang, R., Potari, D., Losano, L. (eds) Educating Prospective Secondary Mathematics Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-91059-8_17

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  • DOI: https://doi.org/10.1007/978-3-319-91059-8_17

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-91058-1

  • Online ISBN: 978-3-319-91059-8

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