TEACHERS’ APPROACHES TO TEACHING MATHEMATICS IN THE CONTEXT OF REAL-LIFE: MATHEMATICAL MODELLING IN SECONDARY SCHOOLS OF KAZAKHSTAN

Abstract

The purpose of this study was to examine Mathematics teachers’ perceptions of and knowledge about Mathematical Modelling in Kazakhstani secondary schools. Mathematical Modelling (MM) is a method to teach real life problem solving. Additionally, this study examines teachers’ opinions about barriers and challenges to teaching MM as well as the necessity to teach mathematics through real-life problems. The research was conducted using the quantitative correlational research design, descriptive statistics, and t-tests. One hundred thirty-four teachers of mathematics from different secondary schools of Kazakhstan participated in the MM survey. Demographic data (e.g., teaching experience, age, gender) about the participants was also collected on the survey. In addition, teacher knowledge about Mathematical Modelling and Real Life problems as well as their perceptions about the use of MM was assessed. The results of the study showed that overall teachers are not familiar with Mathematical Modelling. Furthermore, teachers’ who thought they knew MM, in general, did not score well on the assessment. The study shows that teachers are willing to use Mathematical Modelling, however, they belief that there a number of obstacles and concerns. For instance, they tend to think that the lack of curriculum and textbooks on MM as well as negative student and parent perceptions would hinder their ability to implement MM. This study highlights the demand for Professional Development on MM and adequate regulations from policy-makers to implement MM.