EXPLORING THE NATURE OF MATHEMATICAL MODELING IN THE EARLY GRADES

How does math modeling advance equity?

Greetings PMENA 2019 Conference Participants

Join the Early Math Modeling Working Group at PMENA 2019!

Let us know if you plan to join us here: Networking Survey https://goo.gl/forms/7hObSvoG4bXIPiMU2

Working Group Facilitators

Jennifer M. Suh George Mason University jsuh4@gmu.edu

Erin Turner University of Arizona eturner@email.arizona.edu

Cynthia Anhalt The University of Arizona canhalt@math.arizona.edu

Mary Alice Carlson Montana State University mary.carlson5@montana.edu

Megan Wickstrom Montana State University Megan.wickstrom@montana.edu

Amy Roth McDuffie, Washington State University mcduffie@wsu.edu

Julia Aguirre University of Washington jaguirre@uw.edu

Helena P. Osana Concordia University helena.osana@concordia.ca

Padmanabhan Seshaiyer George Mason University pseshaiy@gmu.edu

Kathleen Matson George Mason University kmatson@gmu.edu

Melissa A Gallagher University of Louisiana magallagher27@gmail.com

Sara Birkhead George Mason University Sbirkhea@gmu.edu

Amy Been Bennett University of Arizona amybeen@email.arizona.edu

Emily Yanisko Urban Teachers at Johns Hopkins eyanisko@gmail.com

Dong Hwan Lee Busan National University of Education dhdhdh@bnue.ac.kr

PMENA PROCEEDING PAPER LINK

This group is open to all PMENA attendees! During our time together, we will consider multiple aspects of research and practice related to mathematical modeling in the early grades. Our goals for the 2019 Working Group include engaging attendees in early mathematical modeling while sharing research and perspectives in teaching and learning mathematical modeling in Grades prek-6. We will explore bridges between mathematical modeling and issues of longstanding importance in mathematics education: preparing and developing teachers, supporting student learning and engagement, attending to family and community funds of knowledge, and addressing issues of equity and social justice in the classroom. We will be considering synergistic areas fruitful for future research and practice, and finding collaborators within our group . Our goal is for the working group leaders to propose a special issue journal venue for mathematical modeling where participants interested in submitting manuscripts can work together. See you in St Louis!

Lines of Inquiry Generated by WG Attendees- Please keep adding Questions and Research Interests

SCHEDULE OF THE WORKING GROUP

WG-Research Group 1: Student Development Focused: Tapping into Students’ Funds of Knowledge and Teaching MM Tasks that advances Equity and Equitable Participation

Research Group 1 will focus on better understanding the nature of mathematical modeling in the elementary grades while considering the student perspective and recognizing the importance of teachers knowing their students and the contexts that are meaningful to them. We will investigate how K-6 teachers can assess math modeling in the elementary grades while appreciating the diversity of mathematical approaches taken by student modelers and the multiple pathways the teacher can use to elicit students’ mathematical thinking. We will explore how mathematical modeling bridges equity and social community in teaching and learning mathematics for all students. Exemplar tasks that emphasized local contexts and tapped into students’ funds of knowledge and student artifacts will be shared to illustrate the child’s perspective and developmental progressions. These topics will facilitate group discussions exploring the learning progression for mathematical modeling thinking and habits of mind that can develop for emergent mathematical modelers from an early grade. We will map out productive learning pathways for mathematical modeling and task design for K-6 mathematics education and beyond.

Session 1 Joint Exploration in Math Modeling JEMM- Water Crisis

https://drive.google.com/file/d/1BgFNlnVu76vXXB6yMvnYE9YqD00OMPT_/view?usp=sharing

WG-Research Group 2: Assessing Student MM Competencies and the Developmental Trajectories

Research Group 2, we will focus on clearly defining modeling teaching practices and competencies needed for mathematical modeling and outlining research goals and objectives to monitor the enactment of these practices. We will detail classroom routines, such as the "organize - monitor - regroup" cycle (Carlson et al., 2017), and the Core Practices for Mathematical Modeling (Suh & Matson, in press) as we share designed activities and lesson vignettes to solicit more ideas around high leverage MM teaching practices. We will explore what mathematical knowledge is needed to “successfully” facilitate mathematical modeling tasks in elementary grades. As we synthesize the current research on early modeling, we will define the nature of mathematics modeling and detail the development of teachers’ content knowledge, teaching practices, and students’ modeling competencies.

Supporting Teachers as Designers of Mathematical Modeling Tasks Video of Reading Challenge Video of Field Trip Planning

Turner et. al., Assessment in Early Mathematical Modeling

WG-Research Group 3: Professional Development Focused: Detailing PD Research and Development of Tools and Modules for PD & Finding Convergence between PD on Mathematical Modeling and Interdisciplinary Areas

Research Group 3 will focus on detailing components of effective mathematical modeling professional development for educators, examining relevant research methodology and instruments for studying the nature of MM in the early grades, and outlining several 21st century skill frameworks and teaching approaches for mathematics educators, researchers, and practitioners. We will share PD modules designed for elementary teachers that engage learners to use mathematical modeling through problem-based tasks, STEM, and teaching social justice through MM. Connecting interdisciplinary topics across subjects afford modeling opportunities that will help educators value the complementary connections between subjects and common classroom practices that support MM. We will engage in dialogue and collaboration among individuals and groups conducting research on student- and teacher-related outcomes related to implementing mathematical modeling, ways mathematical modeling promotes 21st century skills, and ways in which early modeling can develop interdisciplinary learning.

Dr. Emily Yanisko CRP through MM

Dr. Helena Osana Situational Problems & MM Canada

Amy Been MM with Mothers