We present a study on the conceptions of Italian prospective mathematics and physics teachers with respect to modelling activities. Common ground for both the mathematician and the physicist, these activities are a relevant aspect of the Graduate School for Mathematics and Physics Teacher Education curriculum at University of Palermo, Italy. The answers to a questionnaire on the processes of modelling are analysed, according to an a-priori analysis built by taking into account a general scheme of reference on the philosophy of mathematics and physics. The study was performed by using methods of quantitative data analysis: factorial analysis of the correspondences and Gras implicative analysis. The results showed that prospective teachers appear to use mostly a constructivist approach in the modelling processes.

FAZIO C, SPAGNOLO F (2008). Conceptions on modelling processes in Italian high school prospective mathematics and physics teachers. SOUTH AFRICAN JOURNAL OF EDUCATION, 28(4), 469-487.

Conceptions on modelling processes in Italian high school prospective mathematics and physics teachers

FAZIO, Claudio;SPAGNOLO, Filippo
2008-01-01

Abstract

We present a study on the conceptions of Italian prospective mathematics and physics teachers with respect to modelling activities. Common ground for both the mathematician and the physicist, these activities are a relevant aspect of the Graduate School for Mathematics and Physics Teacher Education curriculum at University of Palermo, Italy. The answers to a questionnaire on the processes of modelling are analysed, according to an a-priori analysis built by taking into account a general scheme of reference on the philosophy of mathematics and physics. The study was performed by using methods of quantitative data analysis: factorial analysis of the correspondences and Gras implicative analysis. The results showed that prospective teachers appear to use mostly a constructivist approach in the modelling processes.
2008
FAZIO C, SPAGNOLO F (2008). Conceptions on modelling processes in Italian high school prospective mathematics and physics teachers. SOUTH AFRICAN JOURNAL OF EDUCATION, 28(4), 469-487.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/23033
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