BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//UNL_UCBCN//NONSGML UNL Event Publisher//EN
X-WR-CALNAME:University of Nebraska-Lincoln
CALSCALE:GREGORIAN
METHOD:PUBLISH
BEGIN:VEVENT
DTSTART:20220204T220000Z
UID:161242@events.unl.edu
DTSTAMP:20211206T183551Z
ORGANIZER;CN=Yvonne Lai:MAILTO:yvonnexlai@unl.edu
SUMMARY:William Tidwell\, Morehead State University
STATUS:CONFIRMED
DESCRIPTION:Over the last two decades\, the mathematics education community
increased research on and attention to the education of prospective teach
ers in mathematical modeling. Much research is devoted to better preparing
future and current middle and high school teachers in teaching modeling w
ithin teacher education. Yet\, standards across the United States include
mathematical modeling in elementary grades. The Guidelines for Assessment
and Instruction in Mathematical Modeling Education (GAIMME) report (2016)
emphasizes modeling in elementary grades to help students develop skills i
n modeling for later grades. To better understand elementary teachersâ€™ c
onceptions of mathematical modeling\, research was conducted using mathema
tical modeling curricular units that were implemented in mathematics conte
nt courses for prospective elementary teachers. The curricular units empha
sized the mathematical modeling process focusing on the various elements o
f and approaches to modeling rather than solely on the final models. In ad
dition to student-created models and reports\, questionnaires assessing co
nceptions and reflections on the modeling process were collected during tw
o modeling units across the course of a semester. In this colloquium\, we
discuss the findings from implementing these mathematical modeling curricu
lar units and their impact on prospective elementary teachersâ€™ conceptio
ns of mathematical modeling.
LOCATION:Via Zoom Room
URL://events.unl.edu/2022/02/04/161242/
DTEND:20220204T225000Z
END:VEVENT
END:VCALENDAR