Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons

Abstract

Mathematical modelling enjoys affirmed relevance in educational curricula worldwide, and teacher education programs consider that this process should also be experienced during educational internships. The interest of this study focuses on the argumentation of a prospective teacher to justify the incorporation (or not) of mathematical modelling in his lessons. To do this, we analyzed the reflection of a prospective mathematics teacher on the design of a modelling task during his educational internship. Methodologically, it is a case study in which, based on the didactic suit ability criteria tool, the study subject structured the reflection on his educational internship in his master's degree final project (MFP), whose central axis was modelling. We collected data from video recordings of group reflection sessions with the study subject and other prospective teachers of a professionalizing master's program, and from the analysis of his MFP. The results evidenced the prospective teacher's arguments to justify the design of a modelling task, his knowledge, and his beliefs about this process, among other aspects. We conclude that the specialized knowledge that is inferred from this argumentation is of different types and is part of a conglomerate formed, in addition, by values, beliefs, and guidelines for action.