Pre-service mathematics teachers’ engagement with the evaluation and construction of alternative mathematical models for the same phenomena

dc.contributor.advisorJulie, C.
dc.contributor.authorCornelissen, Belinda m.
dc.date.accessioned2021-04-09T08:11:53Z
dc.date.accessioned2024-11-07T10:51:24Z
dc.date.available2021-04-09T08:11:53Z
dc.date.available2024-11-07T10:51:24Z
dc.date.issued2020
dc.descriptionDoctor Educationisen_US
dc.description.abstractThe overarching purpose of this research study was to ascertain the deliberations preservice mathematics teachers engage with when they construct alternative mathematical models for social phenomena. The study is situated within the mathematical competencies and, in particular, on the evaluation competency with the possibility of developing alternative models flowing from the evaluation. Twenty fourth-year pre-service mathematics teachers participated in the completion of three different mathematical modelling tasks on which the analysis was based. The data collected was analysed qualitatively. The researcher exploited a thematic analysis design to investigate how pre-service mathematics teachers build alternative models.en_US
dc.identifier.urihttps://hdl.handle.net/10566/19458
dc.language.isoenen_US
dc.publisherUniversity of Western Capeen_US
dc.rights.holderUniversity of Western Capeen_US
dc.subjectMathematical modellingen_US
dc.subjectThematic analysisen_US
dc.subjectCritical mathematics educationen_US
dc.subjectCompetenciesen_US
dc.subjectReal-worlden_US
dc.titlePre-service mathematics teachers’ engagement with the evaluation and construction of alternative mathematical models for the same phenomenaen_US

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