Abstrakt
Modelování je považováno za důležitý přístup k vyučování, jenž vyžaduje, aby byli budoucí
učitelé dostatečně kvalifikováni jak v samotném modelování, tak i v jeho didaktice.
Abychom prozkoumali možný rozvoj těchto kompetencí, provedli jsme výzkum u 49 budoucích
učitelů matematiky, kteří se účastnili kurzu, zahrnujícího sérii aktivit na modelování.
V průběhu kurzu se do těchto aktivit zapojovaly skupiny po 5 až 6 účastnících.
Výzkumná data zahrnují dvě zprávy, které vypracovali budoucí učitelé poté, co shlédli na záznamu skupinu pěti žáků 6. ročníku, jak se zabývají modelováním. První zpráva byla vypracována před tím, než se budoucí učitelé sami zapojili do modelovacích činností, druhá poté, co sami získali s modelováním zkušenosti. Výsledky ukazují, že před vlastním zapojením do modelovacích aktivit budoucí učitelé popisovali modelování u žáků jako lineární proces a zaměřovali se na výsledný matematický model a matematické výsledky. Po vlastním zapojení do modelovacích činností byla většina z budoucích učitelů schopna rozeznat cyklické procesy, pomocí nichž se matematické modely vyvíjely.
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