Akademik Veri Yönetim Sistemi
Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, cilt.20, sa.1, ss.389-407, 2023 (Hakemli Dergi)
This study aims to explore the modeling cycles that emerge in the pre-service teachers’
mathematical modeling activities. A case study was employed in the research. 119 pre-service teachers in
their fourth class participated in the research. The pre-service teachers worked in groups. So, there were a
total of 28 different groups. The modeling task was posed by considering the modeling criteria. The data
collection tools consisted of the pre-service teachers’ working papers. The content analysis method was
applied in the data analysis. The pre-service teachers created four different modeling cycles. The first
consisted of 7% of the groups and was the cycle that included the pre-service teachers who could reach the
real model. The second cycle consisted of 68% of the groups and included the pre-service teachers who
could reach the mathematical results from the real model without posing any mathematical model. The
third cycle consisted of 7% of the groups and included the pre-service teachers who completed the
processby reaching the mathematical model. The fourth was the cycle that consisted of 18% of the groups
and included the pre-service teachers who completed the modeling cycle. It was determined that the cycle
in the second group occurred the most among the modeling cycles. Therefore, the pre-service teachers can
be supported to pass the fourth modeling cycles.