Matematiksel modelleme görevinde yapılan matematiksel çalışmaların MÇA ışığında incelenmesi: İlköğretim matematik öğretmen adayları örneği

Abstract

Mathematical modeling plays a crucial role for bridging the gap between mathematics and real-life contexts. The theory of Mathematical Working Spaces (MWS) provides a suitable framework for analyzing the mathematical modeling process by incorporating both epistemological and cognitive dimensions of mathematical work. This study investigates the mathematical work carried out by pre-service elementary mathematics teachers as they engage with modeling-based mathematical tasks, interpreted the lens of MWS. Employing a qualitative case study design, the research involved 15 pre-service teachers selected through criterion sampling. Data were collected via video recordings and written documents capturing the participants’ solution processes, which were guided by exploratory questions. The data were analyzed descriptively, focusing on the components of the MWS framework. The findings reveal that pre-service teachers frequently employed components of the epistemological plane during the problem comprehension and simplification stages of the modeling cycle. The mathematization stage predominantly took place within the semiotic-instrumental plane, while the ‘working mathematically’ stage involved actions spanning across multiple planes. Future research may explore the instructional practices of preservice teachers as they implement mathematical modeling in classroom environment, guided by the principles of MWS theory.