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Problem formulation is one of the critical first steps in Mathematical Modeling. In our research, we examined a) how elementary teachers develop their ability to formulate mathematical modeling tasks and design early modeling experiences for elementary students and b) how teachers plan and orchestrate the process of problematizing (making assumptions, and defining variables) to guide students to fruitful math modeling experiences in the elementary grades. Results from the enactment of mathematical modeling lesson studies and interviews indicated different processes that teachers and students engaged in the problem formulation phase at different grade levels. Specific problem types such as descriptive, predictive, optimizing and decision making models offered a variety of pathways for mathematical learning in diverse grades within the elementary grades.