Exploring connections between student engagement, social interactions, and mathematical modeling
Presentation Type
Abstract
Faculty Advisor
Joseph DiNapoli
Access Type
Event
Start Date
25-4-2025 9:00 AM
End Date
25-4-2025 9:59 AM
Description
Mathematical modeling is the act of employing mathematics to represent a real-world situation and using this representation to solve a problem or set of problems (Cirillo et al., 2016; Kaiser, 2017). Despite the general consensus within the mathematics education community on the importance of mathematical modeling (CCSSI, 2010; Garfunkel et al., 2019), teachers often face challenges in its enactment (Phillips, 2016; Teague et al., 2016). This poster shares an account of our experience preparing for and facilitating the enactment of a mathematical modeling activity with preservice elementary teachers. Participants were tasked with comparing relative sizes using everyday objects, a familiar context intended to enhance understanding and engagement. Following the task, we analyzed the group dynamics and communication strategies that influenced student participation and potential products of the task. Our findings indicate that effective communication and collaborative strategies significantly enhanced the modeling process, allowing for the sharing of ideas and valuing diverse perspectives. Conversely, ineffective communication hindered participation, particularly when dominant voices stifled group dynamics. The iterative nature of mathematical modeling was evident as participants revisited decisions and clarified understandings throughout the task. Our reflections underscore the critical role of social interactions in fostering a productive learning environment. This study contributes to insights regarding the facilitation of mathematical modeling activities and highlights key areas for future research, including the implications of technology in group settings and the dynamics of student interaction in mathematical problem solving.
Exploring connections between student engagement, social interactions, and mathematical modeling
Mathematical modeling is the act of employing mathematics to represent a real-world situation and using this representation to solve a problem or set of problems (Cirillo et al., 2016; Kaiser, 2017). Despite the general consensus within the mathematics education community on the importance of mathematical modeling (CCSSI, 2010; Garfunkel et al., 2019), teachers often face challenges in its enactment (Phillips, 2016; Teague et al., 2016). This poster shares an account of our experience preparing for and facilitating the enactment of a mathematical modeling activity with preservice elementary teachers. Participants were tasked with comparing relative sizes using everyday objects, a familiar context intended to enhance understanding and engagement. Following the task, we analyzed the group dynamics and communication strategies that influenced student participation and potential products of the task. Our findings indicate that effective communication and collaborative strategies significantly enhanced the modeling process, allowing for the sharing of ideas and valuing diverse perspectives. Conversely, ineffective communication hindered participation, particularly when dominant voices stifled group dynamics. The iterative nature of mathematical modeling was evident as participants revisited decisions and clarified understandings throughout the task. Our reflections underscore the critical role of social interactions in fostering a productive learning environment. This study contributes to insights regarding the facilitation of mathematical modeling activities and highlights key areas for future research, including the implications of technology in group settings and the dynamics of student interaction in mathematical problem solving.
Comments
Poster presentation at the 2025 Student Research Symposium.