TY - JOUR
T1 - An interdisciplinary approach to designing online learning
T2 - Fostering pre-service mathematics teachers’ capabilities in mathematical modelling
AU - Geiger, Vincent
AU - Mulligan, Joanne
AU - Date-Huxtable, Liz
AU - Ahlip, Rehez
AU - Jones, D. Heath
AU - May, Esmond
AU - Rylands, Leanne
AU - Wright, Ian
PY - 2018/4
Y1 - 2018/4
N2 - In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service secondary mathematics teachers. Development of the module was underpinned by Bybee’s (2009) five E’s enquiry-based approach and Goos et al.’s (2014) 21st century numeracy model. Module evaluation data is examined in relation to the quality of pre-service teachers’ learning experiences and interview data from the module development team (MDT) is analysed through the lens of ‘boundary crossing’. While the evaluation of the module was generally positive, aspects that required improvement were also identified including more meaningful inclusion of pre-service teachers and other stakeholders in the development process.
AB - In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service secondary mathematics teachers. Development of the module was underpinned by Bybee’s (2009) five E’s enquiry-based approach and Goos et al.’s (2014) 21st century numeracy model. Module evaluation data is examined in relation to the quality of pre-service teachers’ learning experiences and interview data from the module development team (MDT) is analysed through the lens of ‘boundary crossing’. While the evaluation of the module was generally positive, aspects that required improvement were also identified including more meaningful inclusion of pre-service teachers and other stakeholders in the development process.
UR - http://www.scopus.com/inward/record.url?scp=85055668494&partnerID=8YFLogxK
U2 - 10.1007/s11858-018-0920-x
DO - 10.1007/s11858-018-0920-x
M3 - Article
SN - 1863-9690
VL - 50
SP - 217
EP - 232
JO - ZDM Mathematics Education
JF - ZDM Mathematics Education
IS - 1-2
ER -