Modeling Across Mathematics and Science in K–2

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-1 - Investigating Opportunities for Teacher Learning in Online Video-Based Labs

Abstract

Objectives
Modeling is an important practice in the disciplinary work of mathematics and science. K-2 elementary teachers are expected to engage their students in this practice, but we have few resources to support their professional learning. This paper provides a conceptual argument for the similarities and differences between modeling in mathematics and sciences and uses empirical data from online courses for K-2 teachers to show how teachers’ conceptions of modeling were developed.

Theoretical Framework
While STEM integration is often celebrated in discussions of teaching and learning, it remains undertheorized. At a broad level, modeling in mathematics and science entails making sense of and analyzing real world situations and solving real world problems. Modeling processes involve dynamically constructing, using, evaluating, and revising models, using evidence to do so (Lehrer & Schauble, 2005; Schwarz et al., 2009). Our paper draws on literature to compare the purpose and nature of modeling in both disciplines as well as the nature of models used in both disciplines. We discuss how these similarities and differences might matter for teaching and learning K-2 students.

Methods
Two separate online courses were created for K-2 teachers. Six to ten teachers participated in each cohort for a total of 68 teachers. During the 10 week long course, teachers analyzed video-based cases, engaged in modeling activities themselves, planned and taught modeling activities with their students, and discussed lesson excerpts with other participants by uploading video, student work, and reflections from these lessons to the course environment. We use both qualitative and automated methods of analysis to investigate teachers’ conceptions of modeling in mathematics and science as well as K-2 students’ engagement in modeling.

Data sources
We took two complementary analytical approaches. First, we qualitatively analyzed teachers’ responses to tasks in the courses where they explicitly discussed disciplinary modeling. Second, we employed automated, text mining techniques to analyze the entire corpus of teachers’ participation in online Lab tasks, focusing on potential meanings of forms of the word “model” across posts. We also examined the student work products that teachers uploaded to the Lab environment as evidence of teachers’ and students’ engagement with the concept of modeling in mathematics and science.

Findings
Our findings indicate that teachers grew in their understanding of modeling in science or mathematics. Teachers’ moved beyond a focus on just the models students produced to the entire modeling process, which included how students engaged in sense making with their peers, communicated their ideas and revised their models as they engaged with the phenomena at hand. Our findings also show how young learners engage in mathematical or scientific modeling. We use examples of student work to demonstrate similarities and differences in how K-2 learners engaged in the modeling process in mathematics and science.

Significance
This study contributes to our understanding of designing for disciplinary practice-focused learning and demonstrates how the youngest elementary learners can be supported to engage in modeling in science and mathematics.

Authors

• Jessica J. Thompson, University of Washington

• Alison Fox Resnick, University of Washington - Seattle

• Jennifer Richards, Northwestern University School of Education and Social Policy Learning Sciences

• Tracy Dobie, University of Utah

• Kendra Lomax, University of Washington - Seattle

• Elham Kazemi, University of Washington

• Soo-Yean Shim, University of Washington - Seattle

• Bruce Sherin, Northwestern University