International Electronic Journal of Mathematics Education

Preservice Teachers Engage in a Project-based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Nguyen A, Nguyen D, Ta P, Tran T. Preservice Teachers Engage in a Project-based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program. Int Elect J Math Ed. 2019;14(3), 657-666. https://doi.org/10.29333/iejme/5778
APA 6th edition
In-text citation: (Nguyen et al., 2019)
Reference: Nguyen, A., Nguyen, D., Ta, P., & Tran, T. (2019). Preservice Teachers Engage in a Project-based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program. International Electronic Journal of Mathematics Education, 14(3), 657-666. https://doi.org/10.29333/iejme/5778
Chicago
In-text citation: (Nguyen et al., 2019)
Reference: Nguyen, An, Duyen Nguyen, Phuong Ta, and Toan Tran. "Preservice Teachers Engage in a Project-based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program". International Electronic Journal of Mathematics Education 2019 14 no. 3 (2019): 657-666. https://doi.org/10.29333/iejme/5778
Harvard
In-text citation: (Nguyen et al., 2019)
Reference: Nguyen, A., Nguyen, D., Ta, P., and Tran, T. (2019). Preservice Teachers Engage in a Project-based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program. International Electronic Journal of Mathematics Education, 14(3), pp. 657-666. https://doi.org/10.29333/iejme/5778
MLA
In-text citation: (Nguyen et al., 2019)
Reference: Nguyen, An et al. "Preservice Teachers Engage in a Project-based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program". International Electronic Journal of Mathematics Education, vol. 14, no. 3, 2019, pp. 657-666. https://doi.org/10.29333/iejme/5778
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Nguyen A, Nguyen D, Ta P, Tran T. Preservice Teachers Engage in a Project-based Task: Elucidate Mathematical Literacy in a Reformed Teacher Education Program. Int Elect J Math Ed. 2019;14(3):657-66. https://doi.org/10.29333/iejme/5778

Abstract

To meet the demand of the incoming school curriculum reform focusing on competency-based learning in Vietnam, this paper reports on an innovation project on developing secondary mathematics preservice teachers’ (PSTs) mathematical literacy and preparing them to teach mathematics contextually. We developed a curriculum and studied the effectiveness of the implementation to a secondary mathematics PST education program that integrates mathematical literacy (ML) in methods courses. The courses offer PSTs opportunities to experience ML as active learners and prepare them to teach ML. In this paper, we discuss the results on a project-based modeling task. The results showed that the PSTs begin to develop an understanding of ML when they engaged with the phases of the modeling cycle at different levels of sophistication. The PSTs did not take advantage of visual representations to support the analysis of the project-based task and to communicate their work. Discussion about the tension between simplifying models and reflecting the real problem and directions for future study are suggested.

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.