The Compatibility of Model Eliciting Activities of Secondary School Teacher Candidates with Design Principles

Abstract

The purpose of this study is the investigation of the compatibility ofmodel eliciting activities of secondary school teacher candidates withdesign principles. This study was conducted in the scope ofMathematical Modelling course with the students who were thesecondary school mathematics teacher candidates. The participants ofthis case study were thirty-nine mathematics teacher candidates whoworked in eight groups. The data of this study consisted of eight modeleliciting activities which were created within the eight groups and theiranalysis. The activities created by the groups were analyzed bydocument analysis method in terms of design principles that weredefined for model eliciting activities. It was concluded that the createdmodel eliciting activities satisfied the construct share ability andreusability principle at minimum while they satisfied the realityprinciple at maximum. The effective prototype principle could not bedetermined. It can be ensured that the secondary school mathematicsteacher candidates gain more experience by making moreimplementations related to model eliciting activities. Theimplementation of model eliciting activities in class can be effective inreducing the modelling deficiencies of secondary school mathematicsteacher candidates.