Teaching skills in design of tasks with modeling in pre-service mathematics teachers

Abstract

It is analyze the development of educational planning competence related to the integration of design modeling tasks. A qualitative study with interpretive theoretical perspective was performed. The information was gathered during the implementation of a training program where 27 pre-service mathematics teachers participated in training, who discussed design modeling tasks. He turned to processes of observation and analysis of the productions, presentations and an interview. The results obtained allowed to identify skills associated with the integration of modeling in the design tasks. Additionally, support the conclusion that student teachers developed a functional view on this strategy. The difficulties related to the design tasks, the use of modeling in the classroom, and model training prior to which the lack of experience with the use of this teaching strategy was associated.