Semiotic meanings in mathematical modeling: an analysis of videos produced by prospective teachers

A study explored the effectiveness of digital video creation by prospective mathematics teachers (PMT) in fostering semiotic meanings within mathematical modeling education. The research, conducted with 15 pre-service teachers, found that this pedagogical approach supports the development of complex understandings, suggesting that video production extends beyond mere information dissemination to facilitate deeper learning processes in mathematical modeling.

Why it matters

This research highlights an innovative pedagogical approach that could significantly impact teacher education and curriculum design, particularly in STEM fields. It suggests a method for enhancing deeper comprehension and meaning-making among future educators, which can lead to improved instructional quality in complex subjects.

Key insights

• Mathematical modeling education faces ongoing challenges, particularly in mathematics teacher training.
• There is a recognized need for further exploration of practices, contexts, resources, problems, and tasks in mathematical modeling.
• The study investigated how creating mathematical modeling videos could enhance semiotic meanings among prospective mathematics teachers.
• Fifteen pre-service teachers participated, working in groups to produce digital videos as part of a course.
• Data collection involved interviews, participant observation, and analysis of the PMT-produced videos.
• Utilizing Humans-with-Media and Social Semiotic theoretical approaches, the analysis of two digital videos revealed that video creation facilitates more than just information delivery.
• Deductive analysis indicated that digital videos contribute to descriptive and relational levels of understanding.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1804990