Peer reviewed
Download full textERIC Number: ED630359
Record Type: Non-Journal
Publication Date: 2022
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Leveraging Equity and Civic Empathy through Community-Based Mathematical Modeling
Aguirre, Julia M.; Suh, Jennifer; Tate, Holly; Carlson, Mary Alice; Fulton, Elizabeth; Turner, Erin E.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022)
This theoretical paper describes how Community-based Mathematical Modeling can advance equity and cultivate civic empathy in elementary school settings. We provide a framework for community-based mathematical modeling instruction consisting of five goals: facilitating connections, fostering engagement, promoting rigor, cultivating civic empathy, and elevating justice. We illustrate how these goals work together to advance equity and cultivate civic empathy through classroom vignettes of community-based modeling lessons. Through this theoretical synthesis, implications for community-based mathematical modeling instruction will be discussed. [For the complete proceedings, see ED630210.]
Descriptors: Mathematical Models, Mathematics Instruction, Teaching Methods, Equal Education, Empathy, Elementary School Students, Guidelines, Learner Engagement, Justice, Academic Standards, Educational Objectives, Faculty Development, Culturally Relevant Education, Ethics, Vignettes, Elementary School Teachers, Library Materials, Ethnic Groups, Cultural Pluralism, Graphs, Diversity, Water Quality, Educational Environment, Charts, Community Involvement
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/
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 2010269; 2008997; 2010202; 2010178
Author Affiliations: N/A
