Developing Model Eliciting Activities for Teaching of Middle School Mathematics: Evaluations of Self, Peers, and Experts

Abstract

This study aims to provide expert, peer and self-evaluations of MEAs designed by prospective mathematics teachers in terms of basic principles of modeling (reality, model construction, self-assessment, construct documentation, model generalization).  Case-study was used in the study. The study group of this research consists of 15 mathematics teacher candidates studying at Kastamonu University. The activities that the teachers have created were used as data collection tools. The data obtained were analyzed descriptively. Research findings reveal that two activities were suitable for the modeling principle, all but one of the activities were evaluated as partially appropriate in terms of self-assessment and model generalization principles. When the proficiency evaluations are examined in detail, it is determined that the groups consider their activities generally sufficient and a higher scoring tendency compared to their peers. Similarly, it was determined that both peer and self-assessments differed from expert assessments.

Keywords: mathematical modelling training, model eliciting activities, basic principles of mathematical modelling

DOI: 10.7176/JEP/11-28-02

Publication date:October 31^st 2020