Abstract:
In this study, prospective mathematics teachers’ mathematical modeling pro cesses while they engaged in modeling activities were investigated. The change in their opinions about mathematical model and modeling after they experienced the modeling process was also examined. For that purpose, two modeling activities were implemented to understand how prospective mathematics teachers experience modeling processes, and a pre- and post-questionnaire were applied to find out the change in their opinions. This study was conducted as a phenomenological qualitative study with prospective mathematics teachers. The results showed that some of prospective teachers changed their opinions about mathematical model and modeling after the implementations of the modeling activities. Most of them explained mathematical models by relating real life and as a visualizing/teaching method whereas they usually explained it by giving examples before the implementations of the modeling activities. Besides, prospective teachers usually explained mathematical modeling by relating real-life while they ex plained it as a method to visualize/make abstract things more concrete before they engaged in the modeling activities. On the other hand, it was observed that most of the modeling cycle elements were observed throughout the study although most of PTs did not have any experience of modeling activity before this study. All of the groups experienced basically three elements of modeling cycle: formulating a model, computing a solution of the model, and reporting the solution. In addition, some of them experienced also the interpreting the solution, validating the conclusions, and formulating a new or modified model elements of the modeling cycle.
