Teachers’ Perspective on Utilizing Graphical Representations to Enhance the Process of Mathematical Modeling
Andrzej Sokolowski, Elsa Gonzalez y Gonzalez, Texas A@M University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This study, situated in the naturalistic paradigm, contributes to the discussion of a teacher’s role in enhancing the process of modeling and visualization in the teaching of mathematics. Its goal was to acquire insight into teachers’ perspectives on using graphical representations in the classroom. Six mathematics teachers from the Houston area, ranging from elementary to college level, were interviewed during this study. They provided a wealth of insights into the inquiry. As a result, emerging themes, including teachers’ views on students’ obstacles with the process of transitioning between math representations as well as the use of technology, were developed and discussed. All respondents agreed that analyzing graphical representations and applying mathematical modeling are essential in the process of teaching mathematics. They also expressed concerns about a lack of available pedagogical resources to induce the process of modeling and revealed common student misconceptions they encountered while practicing that process.
Sokolowski, A. & Gonzalez y Gonzalez, E. (2011). Teachers’ Perspective on Utilizing Graphical Representations to Enhance the Process of Mathematical Modeling. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4068-4075). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).