Investigating in-service Norwegian primary school teachers’ modelling specific pedagogical content knowledge
DOI:
https://doi.org/10.7146/nomad.v30i4.164704Keywords:
mathematical modelling, primary school mathematics, modelling specific pedagogical content knowledgeAbstract
The article investigates the changes in modelling specific pedagogical content knowledge (MsPCK) among practicing Norwegian primary school teachers resulting from a single module intervention within a continuing education program. A measure was administered to a group of 15 participants, and pre- and post-test results report on growth in four dimensions of MsPCK knowledge about mathematical modelling theory, tasks, instruction, and diagnostics. An independent-sample Mann Whitney U-test showed that post-test scores were significantly higher than pre-test score
(p < 0.001), both for total test scores, and scores for each of the four dimensions. On the item level, a significant change in scores was found for 33 items. Supported by this analysis, the findings of this study indicate a pattern of increased modelling specific pedagogical content knowledge with this group of practicing teachers, recommending the inclusion of a modelling module in future continuing education courses.
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