Jumping into Modeling: Elementary Mathematical Modeling with School and Community Contexts [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Turner, Erin E.; Aguirre, Julia; McDuffie, Amy Roth; Foote, Mary Q.
Titel	Jumping into Modeling: Elementary Mathematical Modeling with School and Community Contexts [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematical Models; Culturally Relevant Education; Elementary School Students; Elementary School Mathematics; Grade 5; Teaching Methods; Student Experience; Knowledge Level; Teacher Role; Elementary School Teachers; Social Justice; STEM Education; Relevance (Education) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Wissensbasis; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; STEM; Relevance; Relevanz
Abstract	Mathematical modeling is a high-leverage topic, critical STEM education and civic engagement. This study investigates culturally responsive, school and community-based approaches that support mathematical modeling with elementary students. Specifically, we analyzed two modeling lessons in one fifth grade classroom, with a focus on how students drew upon their experiences and funds of knowledge as they engaged in the mathematical modeling process. Our findings illustrate different ways that students' experiences and situational knowledge informed and guided their modeling activity, including the quantities that they deemed relevant, and how they interpreted and refined their solutions. We also attend to the teacher's role in supporting such connections. Implications for mathematics teacher educators and research are included. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01