Engaging Elementary Students in the Creative Process of Mathematizing Their World through Mathematical Modeling
1
Mathematics Education Leadership Department, George Mason University, 4400 University Dr., MS1E8, Fairfax, VA 22030, USA
2
Department of Mathematical Sciences, College of Science, George Mason University, 4400 University Dr., MS3F2, Fairfax, VA 22030, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Patricia S. Moyer-Packenham
Educ. Sci. 2017, 7(2), 62; https://doi.org/10.3390/educsci7020062
Received: 22 February 2017 / Revised: 23 May 2017 / Accepted: 31 May 2017 / Published: 8 June 2017
(This article belongs to the Special Issue Critical Issues in Mathematics Education)
This paper examines the experiences of two elementary teachers’ implementation of mathematical modeling in their classrooms and how the enactment by the teachers and the engagement by students exhibited their creativity, critical thinking, collaboration and communication skills. In particular, we explore the questions: (1) How can phases of mathematical modeling as a process serve as a venue for exhibiting students’ critical 21st century skills? (2) What were some effective pedagogical practices teachers used as they implemented mathematical modeling with elementary students and how did these promote students’ 21st century skills? We propose that mathematical modeling provides space for teachers and students to have a collective experience through the iterative process of making sense of and building knowledge of important mathematical ideas while engaging in the critical 21st century skills necessary in our complex modern world.
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MDPI and ACS Style
Suh, J.M.; Matson, K.; Seshaiyer, P. Engaging Elementary Students in the Creative Process of Mathematizing Their World through Mathematical Modeling. Educ. Sci. 2017, 7, 62.
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