Abstract
Drawing upon a theoretical framework based on beliefs, learning and teaching of mathematical modelling as well mathematical modelling itself, this paper explores mathematics teachers ́ beliefs about these themes. Based on responses to an online questionnaire, teachers’ beliefs, experiences, and mathematical modelling lessons were shared from the teachers’ perspective; several similarities with the cyclical process of modelling emerged, as well as sharing a new point of view of the aspects that teachers consider as mathematical modelling for example, real-life situations and processes behind mathematics problems.
| Original language | English |
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| Publication status | Published - 2017 |
Keywords
- Teacher beliefs, mathematical modelling, mathematical model, learning and teaching mathematical modelling.