Pre-service Teachers’ Perceptions of Modelling Education

Teacher education concerning modelling has been a key global issue. This study examined how perceptions of modelling education were transformed among pre-service teachers (PSTs) after they received four lessons in mathematical modelling education. The study’s sample comprised 31 s-year pre-service secondary mathematics teachers at a Japanese university who were taking their first course in mathematics education. The study used Likert-type scales to trigger the PSTs’ evaluations of their perceptions of modelling education and of post-lesson changes to their values and perceptions. The results indicate that the PSTs consider it difficult to assist students in their appreciation of mathematization, while acknowledging that modelling can deepen students’ understanding of mathematics concepts by connecting them with the real world.