Date of Award:

12-2021

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Mathematics and Statistics

Committee Chair(s)

Brynja Kohler

Committee

Brynja Kohler

Committee

Luis Gordillo

Committee

Angela Minichiello

Committee

Jessica Shumway

Committee

John Stevens

Abstract

A flurry of activity in mathematical modeling education was precipitated by the incorporation of standards for mathematical modeling into curricula worldwide. Mathematical modeling is a vital skill in STEM professions and mathematical modeling activities provide educators with ways to assess students’ capacity to creatively solve complex problems. Research suggests that mathematical modeling needs more emphasis in teacher education programs, and has placed focus on improving and understanding secondary preservice teachers’ conceptions of mathematical modeling. This dissertation addresses teachers’ content knowledge of mathematical modeling by reporting on three investigations: (1) an investigation of prospective elementary teachers’ conception of mathematical modeling, (2) an investigation with in-service teachers of the relevance of mathematical modeling curricular materials for their students, and (3) the development and preparation of a lesson in which preservice secondary teachers engage in modeling the memorization process. These reports investigate mathematical modeling in major areas of teacher education with prospective elementary, in-service, and preservice secondary teachers, respectively, and aim to elucidate the preparation of all teachers of mathematics to teach mathematical modeling.

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2004526fae5967605ccc79fd3f5479d6

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