Pre-service teachers' perceptions of model eliciting activities

Kelli Thomas, Juliet Barnett

Research output: Chapter in Book/Report/Conference proceedingChapter

13 Scopus citations


This paper explores the role of model eliciting activities (MEAs) in the preparation of United States pre-service teachers who will work with elementary-aged students. Specifically, this paper focuses on how teachers can be assisted in facilitating and interpreting experiences that support students in identifying and using mathematical structures, conceptual systems, and modeling perspectives. Preliminary results from a qualitative study investigating teachers' perceptions of teaching mathematics from a modeling perspective are included. Data from 16 participating pre-service teachers collected as they worked through a MEA, included audiotapes of workgroups, work samples, and a focus group interview. Common themes among the teachers regarding their perceptions were generated using grounded theory methodology. Implications for mathematics teacher education are described.

Original languageEnglish (US)
Title of host publicationModeling Students' Mathematical Modeling Competencies
Subtitle of host publicationICTMA 13
PublisherSpringer US
Number of pages8
ISBN (Print)9781441905604
StatePublished - 2010


  • Assessment
  • Complex system
  • Concept/Conceptual
  • Grounded theory
  • Model eliciting activity
  • Models and modeling perspectives
  • Pre-service teachers
  • °system

ASJC Scopus subject areas

  • General Social Sciences
  • General Arts and Humanities


Dive into the research topics of 'Pre-service teachers' perceptions of model eliciting activities'. Together they form a unique fingerprint.

Cite this