Authors:
- Proposes a structural model describing professional competences for teaching mathematical modelling
- Contributes to the quality development of teacher education in mathematical modelling
- Fills a gap in the literature on the teaching of mathematics
- This book is open access, which means that you have free and unlimited access
Part of the book series: International Perspectives on the Teaching and Learning of Mathematical Modelling (IPTL)
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Table of contents (6 chapters)
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Front Matter
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Theoretical Background
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Front Matter
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Assessment of Professional Competence for Teaching Mathematical Modelling
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Front Matter
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Discussion and Outlook
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Front Matter
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Back Matter
About this book
This open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model.
Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models thataccurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.Authors and Affiliations
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Mathematics and Computer Science, University of Münster, Münster, Germany
Raphael Wess, Gilbert Greefrath
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Mathematics and Computer Science, University of Würzburg, Würzburg, Germany
Heiner Klock, Hans-Stefan Siller
About the authors
Raphael Wess received his doctorate on Professional Competence for Teaching Mathematical Modelling as a research assistant at the Institute for Mathematics Education and Computer Science Education at the University of Münster.
Heiner Klock worked as a research assistant at the Department of Mathematics (Mathematics Education) at the University of Koblenz-Landau and received his doctorate at the University of Würzburg on Adaptive Intervention Competence in Mathematical Modelling Processes.
Prof. Dr. Hans-Stefan Siller is Professor of Mathematics Education and holds the Chair for Mathematics V at the Julius Maximilians University in Würzburg. His research focuses on mathematical modeling, reality-related mathematics lessons, competence orientation, assessment and examination in math lessons, heterogeneity and talented students in mathematics, and the use of new media and digital technologies in math lessons.
Prof. Dr. Gilbert Greefrath is Professor of Mathematics Education with a focus on secondary education at the University of Münster (Germany). After receiving his doctorate in mathematics, he taught at universities in Karlsruhe and Cologne. His research focuses on mathematical modelling, the use of digital mathematical tools, the transition from school to university and the development of test and examination tasks.
Bibliographic Information
Book Title: Measuring Professional Competence for the Teaching of Mathematical Modelling
Book Subtitle: A Test Instrument
Authors: Raphael Wess, Heiner Klock, Hans-Stefan Siller, Gilbert Greefrath
Series Title: International Perspectives on the Teaching and Learning of Mathematical Modelling
DOI: https://doi.org/10.1007/978-3-030-78071-5
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2021
Hardcover ISBN: 978-3-030-78070-8Published: 15 July 2021
Softcover ISBN: 978-3-030-78073-9Published: 16 July 2022
eBook ISBN: 978-3-030-78071-5Published: 14 July 2021
Series ISSN: 2211-4920
Series E-ISSN: 2211-4939
Edition Number: 1
Number of Pages: X, 129
Number of Illustrations: 75 b/w illustrations, 18 illustrations in colour
Topics: Mathematics Education, Teaching and Teacher Education, Education, general