Keeping Modeling with Mathematics as the Focus in Authentic Tasks

Authors

Keywords:

Mathematical modeling, teacher education, PK-5 mathematics

Abstract

Modeling with mathematics is essential in connecting mathematics to everyday life. In the preparation of teacher candidates, it becomes a mechanism to support the learning of mathematics as well as strengthening pedagogical approaches. This article focuses on a task that engaged teacher candidates in modeling with mathematics. After analyzing how teacher candidates solved problems, we categorized their methods into three categories of approaches. The alignment of the modeling task to the elementary mathe- matics curriculum is highlighted. Benefits of engaging teacher candidates in these types of tasks are also discussed.

References

Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 83–104). Ablex Publishing.

Bezuk, N., Bay-Williams, J., Clements, D. H., Martin, W. G., Aguirre, J., Boerst, T., & Thomas, C. D. (2017). AMTE standards for mathematics teacher preparation.

Bostic, J. D. (2015). A blizzard of a value. Mathematics Teaching in the Middle School, 20(6), 350–357. https://doi.org/10.5951/mathteacmiddscho.20.6.0350

Bostic, J. D., Matney, G. T., & Sondergeld, T. A. (2017). A validation process for observation protocols: Using the revised SMPS look-for protocol as a lens on teachers’ promotion of the standards. Investigations in Mathematics Learning, 11(1), 69–82. https://doi.org/10.1080/19477503.2017.1379894

Chamberlin, S., Payne, A. M., & Kettler, T. (2020). Mathematical modeling: A positive learning approach to facilitate student sense making in mathematics. International Journal of Mathematical Education in Science and Technology, 53(4), 858–871.

de Araujo, Z. (2012). An examination of non-mathematical activities in the mathematics classroom. In Proceedings of the 34th annual meeting for the North American chapter for the Psychology of Mathematics Education (pp. 339–342). Kalamazoo, MI: Western Michigan University.

Greenhaus, K. (2016, May 24). Multiple entry points and rich math tasks. Casio Education. https://casioeducation.wordpress.com/2016/05/24/ multiple-entry-points-and-rich-math-tasks/

National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). (2010). Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://www.corestandards.org

Roberts, T., Bostic, J. D., & Matney, G. T. (2020). GPS: Modeling with mathematics in the moment. Mathematics Teacher: Learning and Teaching PK-12, 113(10), 864–867. https://doi.org/10.5951/mtlt.2020.0099

Sevinc, S., & Lesh, R. (2018). Training mathematics teachers for realistic math problems: a case of modeling-based teacher education courses. ZDM, 50, 301–314.

Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12, 47–66.

Wolf, N. B., & Ray-Riek, M. (2015). Modeling with mathematics: Authentic Problem Solving in middle school. Heinemann.

Downloads

Published

2024-07-02

How to Cite

Griesmer, R., Livers, S. D., & Roberts, T. (2024). Keeping Modeling with Mathematics as the Focus in Authentic Tasks. Ohio Journal of School Mathematics, 97(1), 1–11. Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/9770

Issue

Section

Articles

Similar Articles

<< < 9 10 11 12 13 14 

You may also start an advanced similarity search for this article.