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Teachers and Mathematical Modeling: What Are the Challenges?

Teachers and Mathematical Modeling: What Are the Challenges?

Samantha Analuz Quiroz Rivera, Ruth Rodríguez Gallegos
Copyright: © 2018 |Pages: 21
ISBN13: 9781522538325|ISBN10: 1522538321|EISBN13: 9781522538332
DOI: 10.4018/978-1-5225-3832-5.ch011
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MLA

Quiroz Rivera, Samantha Analuz, and Ruth Rodríguez Gallegos. "Teachers and Mathematical Modeling: What Are the Challenges?." K-12 STEM Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2018, pp. 216-236. https://doi.org/10.4018/978-1-5225-3832-5.ch011

APA

Quiroz Rivera, S. A. & Rodríguez Gallegos, R. (2018). Teachers and Mathematical Modeling: What Are the Challenges?. In I. Management Association (Ed.), K-12 STEM Education: Breakthroughs in Research and Practice (pp. 216-236). IGI Global. https://doi.org/10.4018/978-1-5225-3832-5.ch011

Chicago

Quiroz Rivera, Samantha Analuz, and Ruth Rodríguez Gallegos. "Teachers and Mathematical Modeling: What Are the Challenges?." In K-12 STEM Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 216-236. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3832-5.ch011

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Abstract

Mathematics cannot be reduced to the use of algorithms. The main objective of teaching mathematics in school is their application in real world situations. Mathematical modeling was born as an answer of this concerned and implies the relation between mathematics and applications. Because of that, teachers need to be correctly training in the use of mathematical modeling in their daily lesson plans. The aim of this study is to propose a methodology for help teachers purchase mathematical modeling as a strategy to teach mathematics. Our methodology is based on the analysis of teachers' conceptions about learning and teaching mathematics and after that promote their evolution. The main characteristic is the collaborative work between teachers and the researcher in cycles of discussion and classes' implementation. The evidence showed that teachers can actually change their conceptions about what is needed for teaching mathematics and design lesson plans using mathematical modeling.

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