Designing Effective Modeling Tasks: Lessons Learned from an Inservice Teacher Professional Development Program

• In Event: Developments in Mathematics Teacher Preparation and Professional Development

Abstract

This study examined the characteristics of mathematical modeling (MM) tasks designed by 24 in-service secondary teachers during their participation in a MM-focused professional development program. Analyzing 72 modeling tasks, we identified four task clusters based on five MM task principles and how the tasks addressed socio-ecological issues: tasks that (1) included all five principles and addressed socio-ecological issues, (2) included less than five principles, but addressed socio-ecological issues, (3) included all five principles but did not address socio-ecological issues, and (4) did not demonstrate alignment with either. Findings highlight the need for PD programs to emphasize both principles of MM tasks and integration of socio-ecologically relevant tasks that can enhance MM instruction in secondary classrooms.

Authors

• Sehrish Jabeen, Utah State University

• Tye Campbell, Utah State University

• Sindura Kularajan, Utah State University

• Lily Roth, Utah State University