Cynthia Oropesa Anhalt
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Cynthia Oropesa Anhalt has a total of 2 co-authors. Here are the top co-authors by number of shared publications:
- Amy Been Bennett
Center for Science, Mathematics, and Computer Education, University of Nebraska-Lincoln, Lincoln, NE 68588, USA
1 shared publication - Ricardo Cortez
Tulane University
1 shared publication
Latest Publications
- 3 July 2018
- Published by Taylor & Francis in Mathematical Thinking and Learning
- Vol. 20 (3) , 202-221
The Emergence of Mathematical Modeling Competencies: An Investigation of Prospective Secondary Mathematics Teachers
A study with prospective teachers without prior mathematical modeling experience sheds light on how their newly developed conceptual understanding of modeling manifested itself in their work on the final task of a modeling module within a pedagogy course in secondary mathematics curriculum and assessment. The main purpose of the module was to provide opportunity for the prospective teachers to experience the Common Core Mathematical Practice Model with Mathematics and begin to develop competency in modeling. Their work and reflections displayed a range of proficiency in several competencies associated with the modeling process. Examples of their work illustrating these ranges are provided. The prospective teachers expressed both struggle and rewards during the process, and reflected on challenges for teaching modeling. The results suggest that infusing modules in existing courses can be an effective way to elevate prospective teachers from unfamiliarity with modeling to noticeable levels of proficiency in various modeling sub-competencies.
- 3 July 2018
- Published by Taylor & Francis in Mathematical Thinking and Learning
- Vol. 20 (3) , 202-221
The Emergence of Mathematical Modeling Competencies: An Investigation of Prospective Secondary Mathematics Teachers
A study with prospective teachers without prior mathematical modeling experience sheds light on how their newly developed conceptual understanding of modeling manifested itself in their work on the final task of a modeling module within a pedagogy course in secondary mathematics curriculum and assessment. The main purpose of the module was to provide opportunity for the prospective teachers to experience the Common Core Mathematical Practice Model with Mathematics and begin to develop competency in modeling. Their work and reflections displayed a range of proficiency in several competencies associated with the modeling process. Examples of their work illustrating these ranges are provided. The prospective teachers expressed both struggle and rewards during the process, and reflected on challenges for teaching modeling. The results suggest that infusing modules in existing courses can be an effective way to elevate prospective teachers from unfamiliarity with modeling to noticeable levels of proficiency in various modeling sub-competencies.