Mathematical modelling is increasingly becoming an integral component of mathematical curricular in primary and secondary schools throughout the world. However, in Australia modelling skills are currently rarely found in university teacher preparation courses. Limited experience with modelling processes, as well as a lack of confidence and personal efficacy in the field of mathematics, limits the ability for prospective teachers of mathematics to develop into effective high school educators and thus concomitantly adversely affects student learning outcomes. To address the problems related to the lack of experience that prospective teachers have with mathematical modelling and the associated lack of confidence and personal efficacy that can result, this paper presents a case study of a strategy—the enhancement, learning, reflection (ELR) process—designed to improve prospective teachers’ confidence and personal efficacy in teaching mathematics, with a focus on the modelling process as a teaching strategy.

中文翻译：

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这是我一生和建模过程的一部分

在世界各地的中小学，数学建模越来越成为数学课程的组成部分。但是，在澳大利亚，大学教师预备课程中目前很少发现建模技巧。建模过程的经验有限，以及在数学领域缺乏信心和个人效能，限制了预期的数学教师发展为有效的高中教育者的能力，因此对学生的学习成果产生不利影响。为了解决与潜在教师缺乏数学建模经验以及可能导致的缺乏信心和个人效能相关的问题，本文提供了一种策略的案例研究-增强，学习，