Becoming a Teacher of Mathematical Modeling, Grades 6–12
Presented by Elizabeth Arnold
As we think about our role in education, we take to heart our responsibility to use education to leave the world better than we found it. In our work, we have come to realize that mathematical modeling inherently provides opportunities for access, equity, and empowerment for every student, and we see in teaching mathematical modeling the opportunity to teach empathetic critical thinking skills. Modeling is a way for students—human beings—to use their mathematical skills in examining different solutions to authentic problems based on different perspectives. Because students bring their own knowledge and perspectives to a modeling problem, it is likely that the modeling process will unfold in different ways for different problems. To help navigate this complexity, we ground our conceptualization of modeling in four big ideas that underpin the classroom practice of mathematical modeling. In this session, we will discuss these four big ideas and explore examples of how they play out in grade 6-12 classroom settings, focusing on how empathy, as a practice, can and should be cultivated in students’ mathematical modeling.
Feb 02, 2022 09:00 AM : Multi-Tiered Systems of Support: What are Effective, Research-informed Interventions and Strategies? (Grades 2-6)
<p><b>Goal:</b> Provide support in content, instruction, and assessment for teachers in Tiers 1 and 2 with learners who are at risk for or have identified special needs in mathematics </p> <p><b>Outcomes:</b> Participants will: <ul> <li>Review the structure and features of common multi-tiered systems such as RtI</li> <li>Engage in tasks to support teaching concepts of number and algebra readiness at grades 2-6 to students who struggle</li> <li>Explore research-informed instructional strategies that support students who are at risk for or have identified special needs in mathematics</li> </ul></p>