Authenticity of elementary teacher designed and implemented mathematical modeling tasks
Authenticity of elementary teacher designed and implemented mathematical modeling tasks
复制标题
小学教师设计和实施数学建模任务的真实性
DOI：
10.1080/10986065.2022.2028225
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发表时间：
2022
影响因子：
1.6
通讯作者：
Elzena McVicar
中科院分区：
文献类型：
--
作者：
Erin E. Turner;A. Bennett;Monica Granillo;Nishaan Ponnuru;Amy Roth Mcduffie;Mary Q. Foote;J. Aguirre;Elzena McVicar
摘要数学建模是一个高杠杆的话题，它是学生参与STEM教育和支持公民参与的关键。直到最近，在初级水平的建模研究一直不够重视，特别是研究的支持和挑战，教师谁从事设计真实的建模任务。本研究采用质性个案研究的方法，探讨国小教师如何设计与执行真实的数学建模任务，并明确指出他们的任务如何体现不同维度的真实性。我们分析了小学教师团队的三个案例，因为他们开发的建模任务连接到学校和社区环境。这三起案件是：1）一个学生驱动的建模任务与学校食堂的纸张和塑料废物有关，2）一个基于社区资源中心真实情况的建模任务，以及3）一个专注于设计和监控学校社区建设艺术项目的建模任务。我们的案例说明，小学教师可以成功地设计和实施建模活动，利用不同的切入点和证据的真实性的多个维度。此外，我们发现，真实性的具体维度可能会有所不同，这取决于在每个环境中的设计支持和课程挑战。
ABSTRACT Mathematical modeling is a high-leverage topic; it is critical to students’ participation in STEM education and supports civic engagement. Until recently, research on modeling at the elementary level has been underemphasized, particularly research on supports and challenges for teachers who engage in designing authentic modeling tasks. In this study, we employed qualitative case study methods to investigate how elementary teachers designed and implemented authentic mathematical modeling tasks, with an explicit focus on how their tasks evidenced different dimensions of authenticity. We analyzed three cases of teams of elementary teachers as they developed modeling tasks connected to school and community contexts. The three cases were: 1) a student-driven modeling task related to paper and plastic waste in a school cafeteria, 2) a modeling task based on authentic situations at a community-run resource center, and 3) a modeling task focused on designing and monitoring a school community-building art project. Our cases illustrate that elementary teachers can successfully design and implement modeling activities that utilize different entry points and evidence multiple dimensions of authenticity. Furthermore, we found that the specific dimensions of authenticity may vary depending on the design supports and curriculum challenges within each context.