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Quantitative results were analyzed with paired sample t-tests, while other data were examined through thematic analysis to capture pedagogical content knowledge across modeling steps.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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BOZ-YAMAN  \nAbstract: The aim of the study was to understand preservice mathematics teachers’ improvement of their knowledge of mathematical modeling and knowledge for teaching modeling postintervention. A total of 57 preservice mathematics teachers voluntarily participated in the study, which lasted for a period of five weeks. Data sources included three separate measurements;  \nMathematical Modeling Test, a questionnaire about the meaning of mathematical modeling, and model-eliciting activities. A quantitative and qualitative data analysis approach was employed in order to better understand the intervention achievement. The Mathematical Modeling Test data was examined with paired sample t-test, and the other two datasets were examined using thematic analysis to identify the preservice teachers’ pedagogical content knowledge through mathematical modeling and their performance at each step of the mathematical modeling. Data analysis revealed that although the preservice teachers increased their mathematical modeling knowledge, they experienced difficulties during the interpretation and adaptation of the mathematical modeling results into the real life situations.  \nKey words: mathematical modeling; preservice mathematics teachers; knowledge on content;  \nknowledge on pedagogy, teacher certification program  \n1. Introduction  \nMathematical modeling has gained importance as a cognitively demanding mathematical activity since it links classroom mathematics with real life and engages students in describing situations mathematically, making sense of quantities, constructing representations, contextualizing mathematical expressions, and refining the models they develop (Lesh and Doerr 2003; Stillman and Galbraith 2011) . Borromeo Ferri (2010b) stated that mathematical modeling is a compulsory competency and transitions processes back-and-forth between reality and mathematics. The National Council of Teachers of Mathematics (NCTM) underlined the importance of mathematical modeling by stating  \nInstructional programs from prekindergarten through grade 12 should enable all  \nstudents to create and use representations to organize, record and communicate  \nmathematical ideas; select apply and translate among mathematical representations  \nto solve problems, use representations to model and interpret physical, social, and  \nmathematical phenomena. (NCTM 2000, p. 67)  \nSimilarly, in Turkish high school mathematics curriculum, mathematical modeling is considered as a dynamic method which helps to see and more easily identify relationships of real life problems, to explain those relations using mathematical terms, and to classify, generalize and deduce a result (Millî Eğitim Bakanlığı [Turkish Ministry of National Education, MoNE] 2013) . Additionally, the Common Core State Standards for Mathematics (CCSSM) highlight the use of mathematical modeling as“Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace”(Common Core State Standards for Mathematics [CCSSI] 2010, p. 7) .  \nDespite an increased interest in mathematical modeling, its use is quite limited in everyday mathematics teaching (Blum 2015) . According to Blum (2015), mathematical modeling is acognitively demanding activity with several competencies involved; making the teaching and learning of mathematical modeling not an easy job. Therefore, integrating modeling tasks into instructional  \npractices represents a challenging demand for teachers, such as in the selection of meaningful real world tasks, balancing teacher support with independent student work, managing unpredictable student responses, and the encouragement of multiple solution methods (Blum and Borromeo Ferri 2009) . These teaching competencies should form part of teacher education programs and preservice teachers should be provided with the ","cbCaiv0bnvNayEU6","https://ap.wps.com/l/cbCaiv0bnvNayEU6","pdf",459247,21,"English","# Introduction\n# Methodology\n## Data Sources\n## Data Analysis Methods\n# Results and Findings\n# Discussion","[{\"question\":\"What was the purpose of the intervention in the study?\",\"answer\":\"To understand how preservice mathematics teachers improved their mathematical modeling knowledge and their knowledge for teaching modeling after the intervention.\"},{\"question\":\"What data sources were used to evaluate teachers’ development?\",\"answer\":\"Three measures were used: a Mathematical Modeling Test, a questionnaire about the meaning of mathematical modeling, and model-eliciting activities.\"},{\"question\":\"What difficulties did preservice teachers face according to the findings?\",\"answer\":\"Although their mathematical modeling knowledge increased, they experienced difficulties interpreting and adapting the modeling results into real-life situations.\"}]","Preservice Mathematics Teachers’ Achievement and Evaluation of Mathematical Modeling | PDF",1792064828,53]