Designing & Implementing Professional Development on Mathematical Modeling to Address Evolving Teacher Challenges

Mathematical modeling is one of the Common Core State Standards for Mathematical Practice (MP 4) that can be used as a vehicle for learning mathematical content standards. However, there are many challenges faced by both teachers implementing mathematical modeling and students engaging with mathematical modeling tasks. While many of these challenges are already known, it is less clear how teacher challenges implementing mathematical modeling evolve over time. In this action research study, a team of five doctoral students (including a teacher-researcher) responsively designed professional development (PD) on mathematical modeling during the 2021-2022 school year for high school Algebra 1 and 2 teachers implementing mathematical modeling for the first time. In this study, we report on how teacher challenges evolved over time and how we as researchers addressed those challenges through professional development. Data was collected through surveys, interviews, PD sessions, check-ins, and observations. The constant comparative method was used to analyze the data as it was collected to inform the design of the PD sessions. Scaffolding, student engagement, and student modeling mindset were mostly early challenges. Teachers indicated student engagement as an early challenge, but towards the end of the year frequently indicated that it was a positive of modeling. By mid-year (January), fewer challenges related to students’ modeling mindset were reported. Both the nature and duration of teacher challenges related to mathematical modeling have implications for how to support school districts and their teachers as they engage in mathematical modeling with their students.