TY - JOUR

T1 - Pre-service mathematics teachers' modelling processes within model eliciting activity through digital technologies

AU - Kandemir, Mehmet Ali

AU - Eryilmaz, Nurullah

N1 - Publisher Copyright: © 2025

PY - 2025/6

Y1 - 2025/6

N2 - This study examines the modelling approaches of high school pre-service mathematics teachers (PSTs) and the types and purposes of digital technologies they use at different stages of the mathematical modelling process. Conducted during the 2018–2019 academic year, the study involved 26 PSTs working in eight groups as part of a course on computer technologies in mathematics education. The participants engaged in a model eliciting activity (MEA) focused on the obesity problem, integrating digital technologies and mathematical content knowledge. Findings indicate that while PSTs effectively utilized the internet, spreadsheets, calculators, and mathematical software for problem-solving, three distinct purposes of technology use emerged. However, challenges included overreliance on technological outputs, limiting critical evaluation and validation of models, and difficulties in transferring mathematical content knowledge to the modelling process. These results highlight the need for explicit instructional support in teacher education programs to enhance PSTs' critical engagement with digital tools and strengthen their ability to integrate mathematical knowledge in real-world problem-solving.

AB - This study examines the modelling approaches of high school pre-service mathematics teachers (PSTs) and the types and purposes of digital technologies they use at different stages of the mathematical modelling process. Conducted during the 2018–2019 academic year, the study involved 26 PSTs working in eight groups as part of a course on computer technologies in mathematics education. The participants engaged in a model eliciting activity (MEA) focused on the obesity problem, integrating digital technologies and mathematical content knowledge. Findings indicate that while PSTs effectively utilized the internet, spreadsheets, calculators, and mathematical software for problem-solving, three distinct purposes of technology use emerged. However, challenges included overreliance on technological outputs, limiting critical evaluation and validation of models, and difficulties in transferring mathematical content knowledge to the modelling process. These results highlight the need for explicit instructional support in teacher education programs to enhance PSTs' critical engagement with digital tools and strengthen their ability to integrate mathematical knowledge in real-world problem-solving.

KW - Digital technologies

KW - Mathematical content knowledge (MCK)

KW - Mathematical modelling

KW - Model eliciting activity (MEA)

KW - Pre-service mathematics teachers (PSTs)

KW - Technology use

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=105002253743&partnerID=8YFLogxK

U2 - 10.1016/j.actpsy.2025.104990

DO - 10.1016/j.actpsy.2025.104990

M3 - Journal articles

C2 - 40215783

AN - SCOPUS:105002253743

VL - 256

JO - Acta Psychologica

JF - Acta Psychologica

SN - 0001-6918

M1 - 104990

ER -