Mathematics Teachers’ Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire

Simone Passarella 1 *
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1 Department of Mathematics, University of Padova, Padova, ITALY
* Corresponding Author
EUROPEAN J SCI MATH ED, Volume 9, Issue 2, pp. 43-56. https://doi.org/10.30935/scimath/10773
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ABSTRACT

In this paper the results of a questionnaire about mathematics teachers’ inclusion in their teaching of mathematical modelling and problem posing are presented. To make teachers able to choose a coherent teaching method for a mathematical topic, teachers’ knowledge of valuable methods for the teaching of mathematics should be fostered. In this sense, studying teachers’ practice of modelling and problem posing is crucial in order to know if and which kind of support and professional development they need on such educational strategies. The questionnaire was administrated to Italian in-service mathematics teachers of primary and secondary school. Findings indicate that despite teachers implement regularly some aspects of mathematical modelling in their lessons, they ask more materials to support their preparation and practice. Problem posing, instead, might be more integrated in the classroom work, and consequently in teachers’ professional development courses.

CITATION

Passarella, S. (2021). Mathematics Teachers’ Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire. European Journal of Science and Mathematics Education, 9(2), 43-56. https://doi.org/10.30935/scimath/10773

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