Does training matter? Effect of training strategies on how pre‑service teachers pose and assess modelling problems

Abstract

Several studies highlight teachers’ challenges when posing and analysing modelling problems, often due to the absence oftools supporting these professional tasks. Thus, an important question refers to the effect of implementing different trainingstrategies on the ability of prospective teachers to pose and assess modelling problems. Our study involves a sample of 110pre-service primary school teachers, divided into three groups. The first group received extensive theoretical and practicalteacher training in mathematical modelling based on the proposal of the study and research paths for teacher education. Thesecond group received intensive theoretical training based on a didactic guide outlining the characteristics of modelling prob-lems. The third group, which acts as a reference group, solely relied on the information provided by the Spanish curriculum.All participants undertake the same experience, involving the redesign and analysis of three textbook word problems intomodelling problems. The results shed light on teachers’ training needs and the effectiveness of the tools in enhancing theirability to pose and assess modelling tasks at the primary school level.