Pre-service mathematics teachers' modelling processes within model eliciting activity through digital technologies
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In: Acta Psychologica, Vol. 256, 104990, 06.2025.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -