ASSESSING MATHEMATICAL MODELING PROFICIENCY IN K-12 EDUCATORS: INSIGHTS FROM THE MATHEMATICAL MODELING KNOWLEDGE SCALE (MMKS) IN ASIA

Authors

  • Mayur Bhoyar, Mr. Ashish B. Samarth, Ravshan Nurimbetov, Mr. Sumit R. Raut, Dr. Anoop Beri

Keywords:

mathematical content knowledge, mathematical modeling, scale development, teacher preparation, professional development.

Abstract

The primary objective of this research is to examine the level of mathematical modeling proficiency among K-12 educators in Asia. This will be accomplished by creating and employing the Mathematical Modeling Knowledge Scale (MMKS). The Mathematical Modeling Knowledge Scale (MMKS) is a reliable measure (α = .80) with strong validity, making it a valuable tool for evaluating instructors' understanding of mathematical modeling. The significance of customized professional development is highlighted by the gender-based disparities in teachers' expertise, as female educators exhibit a more advanced comprehension of the subject matter. The qualitative study reveals a range of reactions, highlighting the necessity of focused interventions to address mistakes and improve conceptual understanding. The research, utilizing a cross-sectional survey methodology involving a sample of 71 teachers, offers a complete examination of various viewpoints and personal encounters. The aforementioned findings provide a substantial contribution to the continuing academic discussion over the significance of research and quantitative methodologies in furthering the pedagogy of mathematical modeling. The consequences have a broad reach, encompassing the education of prospective teachers as well as the ongoing professional development of current educators. Furthermore, the research underscores the importance of implementing policies tailored to specific regions in order to enhance the standards of mathematical education throughout Asia, while also highlighting their wider implications. The study not only demonstrates the effectiveness of the MMKS in assessing teachers' understanding of mathematical modeling, but also emphasizes the importance of implementing focused interventions and region-specific initiatives to improve the overall standard of mathematical education in the Asian environment.

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Published

2024-02-22

How to Cite

Mayur Bhoyar, Mr. Ashish B. Samarth, Ravshan Nurimbetov, Mr. Sumit R. Raut, Dr. Anoop Beri. (2024). ASSESSING MATHEMATICAL MODELING PROFICIENCY IN K-12 EDUCATORS: INSIGHTS FROM THE MATHEMATICAL MODELING KNOWLEDGE SCALE (MMKS) IN ASIA. Utilitas Mathematica, 120, 1244–1254. Retrieved from https://utilitasmathematica.com/index.php/Index/article/view/1879

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