Overview
- Explains current research with meaningful data based on content and modeling competencies
- Maps the learning pathways for mathematical modeling and task design
- Analyzes the implementation of mathematical modeling skills and interdisciplinary skills in STEM
Part of the book series: Early Mathematics Learning and Development (EMLD)
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Table of contents (19 chapters)
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Front Matter
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The Nature of Mathematical Modeling in the Early Grades
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Front Matter
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Identifying the Knowledge of Content and Pedagogy Needed for Mathematical Modeling in the Elementary Grades
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Front Matter
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Mathematical Modeling and Student Experiences as Modelers
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Front Matter
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Interdisciplinary and Community-Based Modeling
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Front Matter
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Keywords
- Mathematical modeling practices
- STEM education
- Reform mathematics
- Elementary education
- Teaching practices
- Professional development
- Learning pathways
- Knowledge of content and pedagogy
- Student centered learning
- Problem based learning
- Project based learning
- Real-world contexts
- Complex instructions
- 21st century skills
- Early childhood education
About this book
This book conceptualizes the nature of mathematical modeling in the early grades from both teaching and learning perspectives. Mathematical modeling provides a unique opportunity to engage elementary students in the creative process of mathematizing their world.
A diverse community of internationally known researchers and practitioners share studies that advance the field with respect to the following themes:
The Nature of Mathematical Modeling in the Early Grades
Content Knowledge and Pedagogy for Mathematical Modeling
Student Experiences as Modelers
Teacher Education and Professional Development in Modeling
Experts in the field provide commentaries that extend and connect ideas presented across chapters. This book is an invaluable resource in illustrating what all young children can achieve with mathematical modeling and how we can support teachers and families in this important work.
Reviews
“This book makes an excellent contribution to the mathematical modeling literature. The chapters in this book are focused on areas of interest for research on mathematical modeling. … Exploring Mathematical Modeling with Young Learners is a great resource for those interested in mathematical modeling and rich mathematics education experiences for young learners. … Research and implementation of mathematical modeling with young learners will continue to grow, and this book provides direction and guidance for this work.” (Micah Stohlmann, Educational Studies in Mathematics, August 18, 2021)
Editors and Affiliations
About the editors
Jennifer Suh is a Professor in the Graduate School of Education, College of Education and Human Development, George Mason University. Dr. Suh teaches mathematics methods courses in the Elementary Education Program and mathematics leadership courses for the Mathematics Specialist Masters and Ph.D Programs. She directs the Center for Outreach in Mathematics Professional Learning and Educational Technology, COMPLETE, a joint center between the College of Education and the College of Science. Her research focuses on: Implementing Lesson Study to develop pedagogical mathematics knowledge across the continuum from pre-service teachers to mathematics teacher leaders; Building children's development of mathematical meaning through math modeling and representational fluency; Promoting equitable access to 21st century skills through problem-based learning encouraging creativity, critical thinking, communication and collaboration for diverse student populations. Through formal andinformal educational outreach, Dr. Suh enjoys working with schools, communities teachers and parents to show how math can be useful in solving real world problems and be enjoyable to teach and learn.
Megan H. Wickstrom is an Associate Professor in the Department of Mathematical Sciences, College of Letters and Science, Montana State University. Dr. Wickstrom teaches mathematics content and methods courses for pre-service and in-service K-12 teachers across undergraduate, masters, and Ph.D. programs. Her research focuses on: the teaching and learning of mathematical modeling in K-16 classrooms; the teaching and learning of geometry and measurement in K-16 classrooms; pre-service teacher preparation; and integration of research into practice. Dr. Wickstrom enjoys working alongside teachers to develop tasks that engage students in rich mathematical thinking and discussion.
Lyn English is a Professor of STEM Education at the Queensland University of Technology, Brisbane, Australia. Her areas of research, spanning K-8, include mathematics education, STEM education, engineering in the elementary and middle schools, mathematical modeling, problem solving and reasoning, statistics education, and early mathematics learning. Lyn is a Fellow of The Academy of the Social Sciences in Australia, and is founding editor (1997) of the international journal, Mathematical Thinking and Learning (Taylor & Francis). She is the editor of the Springer series, Early Mathematics Learning and Development, and has published numerous edited books with various publishing houses, as well as many book chapters, journal articles and other papers.
Bibliographic Information
Book Title: Exploring Mathematical Modeling with Young Learners
Editors: Jennifer M. Suh, Megan H. Wickstrom, Lyn D. English
Series Title: Early Mathematics Learning and Development
DOI: https://doi.org/10.1007/978-3-030-63900-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-63899-3Published: 02 June 2021
Softcover ISBN: 978-3-030-63902-0Published: 03 June 2022
eBook ISBN: 978-3-030-63900-6Published: 01 June 2021
Series ISSN: 2213-9273
Series E-ISSN: 2213-9281
Edition Number: 1
Number of Pages: XI, 442
Number of Illustrations: 106 b/w illustrations
Topics: Mathematics Education, Early Childhood Education, Research Methods in Education, Teaching and Teacher Education