Advancing Equity and Strengthening Teaching Though Elementary Mathematical Modeling

• In Event: Approaches to Fostering Young People’s Mathematical Identities: Theory, Design, and Student Uptake

Abstract

This presentation centers on a research and professional development program focused on culturally responsive mathematical modeling in the elementary grades. At four geographically diverse sites, two cohorts of teachers participated in a year-long, professional development that included monthly sessions and asynchronous activities (n= 40 teachers). Sessions introduced frameworks for culturally responsive mathematics teaching (Zavala & Aguirre, 2024) and mathematical modeling (Turner et al, 2024). In between sessions, teachers enacted modeling activities with students. Almost all teachers worked in schools that served racially and linguistically diverse students from underserved communities.
Students’ mathematical identities are shaped by factors including sociopolitical contexts, narratives that students tell about themselves or are told by others (Aguirre et al., 2013; Martin, 2000), and how students participate in mathematics learning settings (Cobb & Hodge, 2007; Greeno & Gresalfi, 2008; Martin, 2007). In this study, we use an identity as participation lens, conceptualizing mathematics identity as connected to how students position themselves as competent mathematical learners and meaningful contributors to classroom activities. In culturally responsive mathematical modeling activities, these ways of participating reflect key modeling competencies (Kaiser & Brand, 2015; Schukajlow et al., 2018) such as posing problems, critical analysis, and leveraging out-of-school experiences to inform decisions, models and conclusions.
We scored lessons using a video-based observation tool that includes seven student-level indicators (Turner et al., 2022, 2023), including problem posing, analysis, and connections to out-of-school experiences. Each lesson was scored by two researchers who scripted teacher and student talk and actions to produce detailed logs. Researchers used evidence from across the lesson to assign a final score for each indicator (0, not evident; 1, emergent, or 2, strong evidence); a score of 2 required equitable participation across diverse groups of students. Findings included that students consistently positioned themselves as problem posers across modeling activities, and that engagement in other identity-enhancing competencies such as analysis and connections to out-of-school experiences increased over time. While this tool provided a broad picture of students’ participation, the time-intensive scoring process meant the information generated was not actionable by teachers.
To address this challenge, we developed a formative assessment tool that teachers completed during or after enacting modeling lessons. The tool included specific “look fors”, such problem posing, and asked teachers to record evidence of each competency, and whether students’ participation was equitable. In debrief interviews, teachers reported challenges using the tool during instruction or subsequently recalling details post lesson. In response, our current efforts focus on 10-minute formative assessment routines designed for groups of 3-5 students. Rather than addressing an entire modeling lesson, routines focus on specific identity-enhancing competencies. Students work collaboratively to analyze an image, scenario, or mathematical model while teachers document enactment of specific competencies. For example, the “Mathematizing the World” routine focuses on understanding contexts and posing problems, while the “Analyze and Justify” routine addresses analysis of models and solutions. Preliminary data suggests that the routines provide teachers with valuable insight into students’ enactment of identity-enhancing modeling competencies, which has informed refinements to teachers’ practice and provided valuable feedback for tool revisions.

Authors

• Erin Turner, University of Arizona

• Mary A. Carlson, Montana State University

• Julia M. Aguirre, University of Washington - Tacoma

• Jennifer M. Suh, George Mason University