Roger G. Tobin

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  • Behiye Ubuz, Çiğdem Haser, +66 authors Bárbara M. Brizuela
  • 2013
The purpose of this study was to explore the relationship between mathematics teachers' educational backgrounds and their ideas about 1) what constitutes a mathematical model of a real-world phenomenon, and 2) how models and empirical data relate. Participants were 56 United States (US) in-service mathematics teachers (grades 5-9). We analysed teachers'(More)
This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers’ ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers’ written responses to three open-ended questions through(More)
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