Akademik Veri Yönetim Sistemi
EDUCATING PROSPECTIVE SECONDARY MATHEMATICS TEACHERS: KNOWLEDGE, IDENTITY, AND PEDAGOGICAL PRACTICES, ss.205-223, 2018 (SCI-Expanded)
In this paper we will report results of our efforts towards providing mathematical modeling experiences for a cohort of prospective secondary teachers. Using a Teacher Development Experiment design, we traced the impact of these experiences on teachers' reported efficacy towards and knowledge about utilizing modeling in their teaching. Analysis of results indicate that although teachers maintained modeling to be an important skill to be developed in instruction, absence of extensive experiences with mathematical modeling in the course of their own mathematical preparation served as a barrier to their ability to access specific pedagogical actions they believed could be used in their instruction.