A strategy for the integration of mathematical modelling into the formal education of mathematics student teachers

Abstract: The inclusion of real-life examples and applications is regarded as an essential component in mathematics curricula worldwide, and likewise in South Africa. As a vehicle to investigate and solve real-life problems, mathematical modelling2 was first introduced in the Curriculum and Assessment Policy Statement (CAPS) in South Africa in 2011. Such authentic examples might enhance the mathematical modelling competencies of student teachers and school learners3 but it largely depended on in-service mathematics teachers who were well-prepared to teach mathematical modelling, meaning ‘quality teaching’. However, local and international research reports confirmed the challenges faced by mathematics teachers in teaching mathematical modelling. The main purpose of this study was to identify a set of most desirable elements and underlying principles to contribute towards the effective integration of mathematical modelling into the formal education programme of mathematics student teachers. Three primary directives provided a stimulus for this study. Firstly, student teachers required adequate preparation in respect of their ‘knowledge-in-action’ of mathematical modelling. This would include competencies for them as both modellers themselves and as facilitators of such activities. Secondly, mathematical modelling had a positive influence on the teaching and learning of mathematics and on its inclusion in (and desires of) the current South African mathematics curriculum (CAPS). Thirdly, the obligation rested with teacher education programmes to prepare student teachers adequately for their profession. As a result, the study exposed student teachers (both as mathematical modellers and facilitators of mathematical modelling) to a well-planned set of modelling activities, while also monitoring their development in mathematical modelling competencies and change in attitude towards such activities over time. Based on a pragmatic (real-world practice-orientated) world view, a design-based research (DBR) approach was chosen for the study. In order to answer the research questions, mixed data were collected, analysed and integrated according to the concurrent triangulation procedure. The DBR approach was carefully planned and based on an in-depth literature review, the researchers’ personal experience and ideas from other practitioners. The strategy...D.Phil.(Mathematics Education