An investigation of pre-service mathematics teachers' semiotic representations and modeling routes in a mathematical modeling activity

Çetinbaş, Merve
This study aimed to examine the characteristics of pre-service mathematics teachers' mathematical modeling processes in terms of semiotic representations and the modeling routes varying within the scope of these characteristics. Participants were 13 pre-service teachers studying at a state university in Ankara and enrolled in an elective course entitled “Mathematical Modeling for Teachers.” Data were collected through a technology-integrated mathematical modeling activity. The pre-service mathematics teachers' modeling processes were audio and video recorded. Also, the groups’ written work, including their solutions, was collected at the end of the class, and the presentations of their final models were video-recorded. The findings revealed that prospective teachers were included in all semiotic registers discussed in this study, and the semiotic register in which the groups were included differed according to the purposes of the actions in the different parts of the modeling activity. While the registers in which the students were involved in the actions for determining the shape varied as algebraic and geometric, the registers included in the actions related to area measurement changed as algebraic and numeric. In determining the shape, it was seen that the group, which was accepted as the algebraic model, performed more conversion transformation than others, which was seen as a more complex semiotic action. The findings also revealed that pre-service teachers could not be assigned to particular semiotic characteristics when their whole modeling processes were examined due to the context of the modeling activity. In addition, although the semiotic characteristics could be determined in different parts of the modeling activity, no pattern was found in the groups' Modeling Transitions Diagrams (MTDs). Regardless of the semiotic characteristics of the groups, it was observed that there were completed cycles in almost all MTDs and both backward and forward movements between the modeling transitions. Moreover, the findings revealed that the preferences and purpose of the groups to use technology and group dynamics changed the characteristics of the modeling routes represented in MTD.


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Citation Formats
M. Çetinbaş, “An investigation of pre-service mathematics teachers’ semiotic representations and modeling routes in a mathematical modeling activity,” M.S. - Master of Science, Middle East Technical University, 2022.