Resources

References

Guidelines for Assessment and Instruction in Mathematical Modeling Education (GAIMME) Second Edition

GAIMME REPORT

Math Modeling Handbook (HS) https://m3challenge.siam.org/resources/modeling-handbook

Helpful MM cards from SIAM (HS) but adaptable for Elementary and Middle Grades

Websites

http://mathematicalmodeling.wixsite.com/mysite

http://completemath.onmason.com/math-modeling/

ARCHIVED RESOURCES FROM PAST WORKING GROUP

RESOURCES FROM PMENA 2018

Greetings PMENA 2018 Conference Participants

Join the Early Math Modeling Working Group at PMENA 2018!

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

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 2018 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 South Carolina!

https://sites.google.com/site/pmenaearlymathmodeling/pmena

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

WG facilitators

Dr. Jennifer Suh, Professor of Mathematics Education, George Mason University

Dr. Mary Alice Carlson, Assistant Professor of Mathematical Education, Montana State University

Dr. Amy Roth McDuffie, Professor of Mathematics Education and Associate Dean for Research, College of Education, Washington State University

Dr. Erin Turner, Associate Professor of Mathematics Education, Department of Teaching, Learning and Sociocultural Studies, College of Education University of Arizona

Dr. Cynthia Anhalt, Associate Research Professor, Mathematics, University of Arizona

Dr. Padhu Seshaiyer , Professor of Mathematical Sciences, George Mason University

Sara Birkhead, Doctoral Student in Mathematics Education, George Mason University

SESSION 1

Session 1: Exploring the Nature of Mathematical Modeling in the Early Grades

The first session 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 their students. We will investigate how K-6 teachers demonstrate the interdisciplinary nature of mathematical modeling, 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 the developmental progression.

Presentation led by Dr. Anhalt, Dr. Roth McDuffie, & Dr. Turner

Dr. Cynthia Anhalt, Associate Research Professor, Mathematics, University of Arizona

Dr. Amy Roth McDuffie, Professor of Mathematics Education and Associate Dean for Research, College of Education, Washington State University

Dr. Erin Turner, Associate Professor of Mathematics Education, Department of Teaching, Learning and Sociocultural Studies, College of Education University of Arizona

Questions that attendees are interested in focuses on for our Session 2 & 3

SESSION 2

Session 2: Identifying the Knowledge of Content and Pedagogy

Needed for Mathematical Modeling in the Elementary Grades

In our second session, 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 Pedagogical Practices for Mathematical Modeling (Suh, Matson, & Seshaiyer, 2018 ) 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. We will examine current research and discuss the nature of mathematics modeling and detailing the development of teachers’ content knowledge, teaching practices and students’ modeling competencies.

Dr. Mary Alice Carlson Vignette Table for PMENA PPT

Montana State University

Dr. Jennifer Suh, Dr. Padhu Seshaiyer, Sara Birkhead

George Mason University

MM Task Analysis PPT

Planning Template (Short) (Long)

SESSION 3

Session 3: eMpowering and Engaging students in Mathematical Modeling and

Promoting 21st Century Skills & STEM Modeling

The third session will outline how Mathematical Modeling eMpowers and engages students to tackle STEM issues and demonstrates how mathematical modeling helps one make important decisions in our world. We will examine how the 21st century skill frameworks and STEM teaching approaches can come together through modeling and how mathematics educators, researchers and practitioners can find a synergistic way to bring important process skills without overwhelming teachers and students. We will discuss the ways elementary teachers can make connections between the problem-based ways they have engaged students in mathematical modeling and STEM. We will examine how the use of technology enhances the teaching and learning of mathematical modeling as well. Researchers and mathematics educators can take advantage of interdisciplinary opportunities across the subjects they teach and find complementary connections between subjects and common classroom practices that support MM. We will analyze 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 skills in STEM.

Session 3: Deepening our Scholarly Dialogue

http://completemath.onmason.com/math-modeling/

Types of Math Modeling Charts https://drive.google.com/open?id=1E7vOYD2yopayUx6PUDoIMxj16CEvFm-f

ARCHIVED RESOURCES FROM PMENA 2017

Thank you to the Working Group Organizers for providing the time to share our work!

JOIN US for the WORKING GROUP 11: MAPPING THE LEARNING PATHWAYS IN EARLY MATHEMATICAL MODELING

Fri, Oct 6, 10:30am to 12:00pm, Crowne Plaza Hotel, First, Grand Central A (Special Guest Speaker: Dr. Lyn English)

Sat, Oct 7, 10:30am to 12:00pm, Crowne Plaza Hotel, First, Grand Central A

Sun, Oct 8, 11:00am to 12:30pm, Crowne Plaza Hotel, First, Grand Central A

Jennifer Suh, George Mason University;

Kathleen Matson, George Mason University;

Kim Fair, George Mason University;

Sara Birkhead, George Mason University;

Rachel Levy, Harvey Mudd College;

Laura Pahler, Pomona Unified School District

Mary Alice Carlson, Montana State University;

Megan H. Wickstrom, Montana State University;

MaryAnne Rossbach, Fairfax County Public School;

Samara Green, Fairfax County Public School;

Spencer Jamieson, Fairfax County Public School;

Padhu Seshaiyer, George Mason University

This working group will engage PMENA members to consider ways in which early introduction to mathematical modeling can promote 21st century skills such as critical thinking, creativity, collaboration and communication, as well as connect to interdisciplinary topics in STEM. In particular, we will gather interested individuals to deepen our understanding of the learning progression of mathematical modeling that can connect elementary to secondary mathematics education. Second, we will discuss efforts to design and implement professional development that introduces K-8 teachers to mathematical modeling. Finally, based on the interests of the participants, we will devote work time to finding synergistic collaborative topics to pursue for future research and practice.

WORKING GROUP 11: MAPPING THE LEARNING PROGRESSION IN EARLY MATHEMATICAL MODELING

Fri, Oct 6, 10:30am to 12:00pm, Crowne Plaza Hotel, First, Grand Central A

Sat, Oct 7, 10:30am to 12:00pm, Crowne Plaza Hotel, First, Grand Central A

Sun, Oct 8, 11:00am to 12:30pm, Crowne Plaza Hotel, First, Grand Central A

Session 1:

Welcome and Introductions

Dr. Lyn English ppt https://drive.google.com/file/d/0B_fuuwDU5I3pamExY2xiWEZqR0U/view?usp=sharing

Discussion- What does math modeling look like in the early grades? Why early math modeling?

Questions for the working group to consider for the next session.

Other presentations on Math Modeling from PMENA 2017

Fri, Oct 6, 9:20 to 10:00am, Union Station, Second, Edison South

MANUFACTURING LICORICE: MODELING WITH DATA IN THIRD GRADE

Individual Submission

This paper reports on 3rd- graders’ modeling with data involving investigations that draw upon STEM-based concepts, contexts, and questions, and generate products supported by evidence and open to informal inferences. Within a STEM-based context of licorice manufacturing, students experienced the “creation of variation” as they compared and represented the masses of “licorice sticks” made by hand (using Play-doh) and those using a Play-Doh extruder. By generating their own statistical measures, students worked with data distributions at a much younger age than usual. They could draw inferences from the models they created, acknowledging the uncertainty with which predictions can be made.

Lyn Denise English, Queensland University of Technology

MATHEMATICAL MODELING: CHALLENGING THE FIGURED WORLDS OF ELEMENTARY MATHEMATICS

Sat, Oct 7, 1:50 to 2:30pm, Crowne Plaza Hotel, First, Grand Central A

Description

This article reports out on an elementary teacher study group focused on enacting mathematical modeling. The purpose of the article is to describe teachers’ perceptions of enacting modeling in contrast to typical instruction. Through the theoretical lens of figured worlds, the author investigated, qualitatively, how the teachers conceptualized mathematics instruction as well as how modeling challenged these conceptions. Findings suggest that the practice of mathematical modeling allowed for access, empowerment, and real world connections beyond what was typically present in classroom instruction. In addition, it challenged student positioning in terms of who was framed as capable of doing mathematics.

Megan H. Wickstrom, Montana State University