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Teacher Professional Development on Mathematical Modelling: Initial Perspectives from Singapore

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Abstract

In this chapter, I will provide commentary on the symposium dedicated to teacher professional development on mathematical modelling in Singapore which was based on papers by: Chan, Teacher professional development on mathematical modelling: Conceptions of mathematical modelling; Lee, Initial perspectives from Singapore: Problem posing and task design; and Ng, Teacher professional development on mathematical modelling: Facilitation and scaffolding. Across these three themes emerge – the importance for teachers to understand the nature of mathematical modelling; the need to acknowledge the interconnection between teaching, learning and assessment; and the influence of teacher dispositions toward designing modelling tasks. I conclude this commentary by offering observations on the research designs employed in these studies.

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References

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Author information

Authors and Affiliations

  1. Education QLD | Faculty of Education, Australian Catholic University, Brisbane, QLD, Australia

    Vince Geiger

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  1. Vince Geiger
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Correspondence to Vince Geiger .

Editor information

Editors and Affiliations

  1. Education VIC | Faculty of Education, Australian Catholic University, Ballarat, Victoria, Australia

    Gloria Ann Stillman

  2. Faculty of Education, University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

  3. Department of Mathematics, University of Kassel, Kassel, Germany

    Werner Blum

  4. Education VIC | Faculty of Education, Australian Catholic University, Melbourne, Victoria, Australia

    Jill P. Brown

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Geiger, V. (2013). Teacher Professional Development on Mathematical Modelling: Initial Perspectives from Singapore. In: Stillman, G., Kaiser, G., Blum, W., Brown, J. (eds) Teaching Mathematical Modelling: Connecting to Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_37

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