Mathematical Modeling: Challenging the Figured Worlds of Elementary Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/in	Wickstrom, Megan H.
Titel	Mathematical Modeling: Challenging the Figured Worlds of Elementary Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematical Models; Elementary School Mathematics; Elementary School Teachers; Teacher Attitudes; Teaching Methods; Relevance (Education); Student Empowerment; Observation; Interviews; Discourse Analysis; Worksheets; Student Journals; Group Activities; Teacher Role; Student Role; Qualitative Research + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Studienberechtigung; Beobachtung; Interviewing; Interviewtechnik; Diskursanalyse; Studentenzeitung; Gruppenaktivität; Lehrerrolle; Qualitative Forschung
Abstract	This article is a report on a teacher study group that focused on three elementary teachers' perceptions of mathematical modeling in contrast to typical mathematics instruction. Through the theoretical lens of figured worlds, I discuss how mathematics instruction was conceptualized across the classrooms in terms of artifacts, discourse, and identity. I then highlight, through four themes, how mathematical modeling challenged the ways in which both the teachers and students understood what it means to know and do mathematics. Findings suggest that the practice of mathematical modeling allowed for access, empowerment, and real world connections that were typically not present in classroom instruction. In addition, it challenged student positioning in the classroom in terms of who was framed as capable of doing mathematics. [For complete proceedings, see ED581294.] (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	2020/1/01