Department of Mathematics Education, Faculty of Science, Farhangian University, Tehran, Iran.
10.48310/chemedu.2026.21981.1401
Abstract
Background and Objectives: Mathematical modeling serves as an essential language for understanding chemical phenomena. However, evidence indicates that pre-service chemistry teachers face profound challenges in applying mathematical concepts to chemical kinetics. This study aimed to conduct a qualitative exploration and explain the cognitive roots of these challenges within the process of mathematically modeling kinetic phenomena. Methods: This study employed a qualitative approach and interpretive phenomenological design. Eighteen pre-service chemistry teachers from Farhangian University of Tabriz were selected via purposive sampling based on the criterion of theoretical saturation. Data were collected through in-depth semi-structured interviews incorporating a think-aloud protocol and were analyzed using thematic analysis following van Manen’s six-step approach. Trustworthiness was ensured through member checking and inter-coder agreement. Findings: Data analysis revealed an interconnected network of challenges, crystallized into four main themes: (1) Disjunction between the Mathematical Definition and Phenomenological Understanding of the Derivative (including misinterpreting graphs and inability to establish physical connections); (2) Algorithmic and Meaning-Deprived Understanding of the Linearization Process (including neglecting its integral logic); (3) Inability to Integrate Multiple Mathematical Representations (including a disconnect between algebraic and graphical representations); and (4) Conflict between Phenomenological Intuition and Mathematical Model Logic (including resistance to parameter constancy and a mechanistic view of temperature dependence). Conclusion: The findings demonstrate that the challenges pre-service chemistry teachers face are not merely computational, but are rooted in structured cognitive obstacles, explicable through the integrated theoretical framework of Multiple Representations (Ainsworth, 1999), Conceptual Change (Posner et al., 1982), and Constructivism. The core issue is the gap between formal mathematical thinking and phenomenological understanding of chemical processes. This study underscores the necessity for a fundamental revision of the teacher education curriculum, centering on integrated instruction, the use of targeted multiple-representation-based strategies, and the design of interventions aimed at modifying alternative conceptions.
Raei, F. and Akbarbaglu, I. (2026). Phenomenological exploration of cognitive challenges in mathematical modeling of chemical kinetics among pre-service chemistry teachers. Research in Chemistry Education, (), -. doi: 10.48310/chemedu.2026.21981.1401
MLA
Raei, F. , and Akbarbaglu, I. . "Phenomenological exploration of cognitive challenges in mathematical modeling of chemical kinetics among pre-service chemistry teachers", Research in Chemistry Education, , , 2026, -. doi: 10.48310/chemedu.2026.21981.1401
HARVARD
Raei, F., Akbarbaglu, I. (2026). 'Phenomenological exploration of cognitive challenges in mathematical modeling of chemical kinetics among pre-service chemistry teachers', Research in Chemistry Education, (), pp. -. doi: 10.48310/chemedu.2026.21981.1401
CHICAGO
F. Raei and I. Akbarbaglu, "Phenomenological exploration of cognitive challenges in mathematical modeling of chemical kinetics among pre-service chemistry teachers," Research in Chemistry Education, (2026): -, doi: 10.48310/chemedu.2026.21981.1401
VANCOUVER
Raei, F., Akbarbaglu, I. Phenomenological exploration of cognitive challenges in mathematical modeling of chemical kinetics among pre-service chemistry teachers. Research in Chemistry Education, 2026; (): -. doi: 10.48310/chemedu.2026.21981.1401
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