Prospective Elementary Mathematics Teachers’ Perceptions on Model Eliciting Activities and their Effects on Mathematics Learning

Abstract

As part of a larger body of research designed to explore the modeling processes of prospective mathematics teachers, this study aims to investigate the perceptions of prospective elementary mathematics teachers on model eliciting activities and their effects on mathematics learning. After activities completed, two focus groups of three have been interviewed and videotaped. The transcription of conversation of each group was examined and qualitatively analyzed for the common themes. Findings indicated that prospective mathematics teachers’ perceptions toward working through a model eliciting activity are as follows: (1) ambiguity of model eliciting activities, (2) positive effects on mathematical learning, (3) their usability in any age and grade-level, and (4) ways to effectively use them