"I Really Don't Do Anything": Teacher Roles Shift During Mathematical Modeling Tasks

• In Event: Poster Session 16
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

As teachers look for opportunities to implement mathematical modeling, many are finding that the teaching practices for facilitating modeling tasks are quite different from the practices to which they are accustomed. In a multiple case study analysis, this paper addresses the following research question: What are middle school teachers’ perceptions of their role during the implementation of mathematical modeling tasks? Following a professional development workshop, the approaches of three teachers shifted during implementation of modeling tasks, aligning their methods with a more collaborative, hands-off style rather than direct instruction. After initially showing resistance to alter teaching practices, these teachers delegated intellectual responsibility to their students. The results presented here illustrate the possible positive effects of professional development.

Author

• Amy Been Bennett, The University of Arizona