PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Developing and testing a knowledge scale around the nature of mathematical modeling
Page: 1538
This study explored efforts to design and empirically test measure teachers’ knowledge of the nature of mathematical modeling. The author begins by reviewing the literature on teachers’ content knowledge and mathematical modeling, noting the effect of content knowledge on teachers’ professional competence. Next, the author discusses the items used on the questionnaire to represent knowledge of the nature of mathematical modeling. Results from reliability, factor analysis, and scaling work with the items showed teachers’ knowledge of the nature of mathematical modeling was unidimensional. The construct indicated by factor analysis formed psychometrically acceptable scale for measuring teachers’ knowledge of the nature of mathematical modeling.