Teachers learning to design and implement mathematical modelling activities through collaboration

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In this paper, we present a model for upper secondary in-service teacher courses based on the Anthropological Theory of the Didactics and explore how we can teach teachers to design and implement mathematical modelling in their classrooms. The course evolves around Study and Research Path based teaching and strives to create para-didactic infrastructures as a framework for teachers’ development of teaching practice. The novelty in this study is the sequence of shared preparation, observation and evaluation of teaching in the course. We describe the structures and their functioning through an example of a group of teachers’ work. Based on the activity we discuss the potentials of creating such structures and the needs for further research in this field.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.
EditorsU. T. Jankvist, M. Van den Heuvel-Panhuizen , M. Veldhuis
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University, Netherlands
Publication date2020
Pages1182-1189
ISBN (Print)978-90-73346-75-8
Publication statusPublished - 2020

    Research areas

  • Faculty of Science - Study and research paths, modelling activities, Professional development, para-didactic infrastructures, upper secondary mathematics

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