Instructional and Contextual Elements That Support Teachers Engaged in Problem Formulation for Mathematical Modeling in Elementary Grades

• In Event: Innovations in Mathematical Practices

Abstract

Problem formulation is one of the critical first steps in Mathematical Modeling. 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, defining variables and providing constraints) 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.

Authors

• Jennifer M. Suh, George Mason University

• Sara Birkhead, George Mason University