The article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help of a test developed for this purpose from a conceptual model, we examine whether this pedagogical content knowledge can be promoted in its different facets—especially knowledge about modelling tasks and about interventions—by suitable university seminars. For this purpose, the test was administered to three groups in a seminar for the teaching of mathematical modelling: (1) to those respondents who created their own modelling tasks for use with students, (2) to those trained to intervene in mathematical modelling processes, and (3) participating students who are not required to address mathematical modelling. The findings of the study—based on variance analysis—indicate that certain facets (knowledge of modelling tasks, modelling processes, and interventions) have increased significantly in both experimental groups but to varying degrees. By contrast, pre-service teachers in the control group demonstrated no significant change to their level of pedagogical content knowledge.

本文将数学建模的教学内容知识作为岗前教师专业能力的一部分。借助于为此目的从概念模型中开发的测试，我们检查了该教学内容知识是否可以通过适当的大学研讨会在不同方面（尤其是有关建模任务和干预措施的知识）得到推广。为此，在一个讲授数学建模的研讨会中将测试分为三个小组进行：（1）那些创建了自己的建模任务以供学生使用的受访者，（2）那些受过培训以干预数学建模过程的参与者，以及（3）不需要进行数学建模的参与学生。该研究的结果（基于方差分析）表明，在两个实验组中，某些方面（对建模任务，建模过程和干预的知识）均已显着增加，但程度不同。相比之下，对照组的职前教师在教学内容知识水平上没有显示任何重大变化。