Teachers in Continuing Education: Planning of a Mathematical Modelling Activity

In this chapter, we investigate how a teacher professional development activity focusing on mathematical modelling supported a pair of teachers teaching students from age 11–12 to plan a modelling practice to teach mathematics. The data supporting the qualitative analysis came from audio and video recordings of planning a modelling activity in a virtual teaching and learning environment in a master’s programme in 2021. The analysis of the activity of planning a lesson resulted in four categories emerging from lesson planning principles presented in the literature: considering students’ interests, anticipating mathematical content, promoting group work, and using technological resources. These categories reveal that the professional development at master’s level inspired the teachers to plan a modelling activity for their classes.