Investigation of mathematical modeling problem posing competencies of mathematics teachers

Teachers' competencies for teaching mathematical modeling are being one of the discussed topics that is infused in the math curriculum. One of the methods that can be used to determine the level of teachers' competencies is to examine the process of posing mathematical modeling problems. In this study, process of posing problem by 6 mathematics teachers who had mathematical modeling training is investigated. The current study is designed as a multiple case study and data are collected through semi-structured interviews, the assessment form of problem set, and mathematical modeling training video recordings. Data are analyzed by using open and axial coding and content analysis methodologies. The results of study showed that teachers performed successfully at posing problem process while having various challenges that were based on misconceptions about criteria of mathematical modeling. It is identified that teachers were successful at connecting mathematics and real life. Also, assumption, interpretation, and complexity were top criteria that they considered while preparing a problem. Results reveal that teachers' competencies are significant at utilizing mathematical modeling in classroom. Therefore, eliminating lack of teachers' theoretical and practical knowledge about mathematical modeling has to be in prior subjects for teaching mathematical modeling.