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Marka Carson Elementary Teacher
Pomona Unified School District     Thinking deeper about MM through lens of equity & social justice. Excited to read more MM research-thank you Jennifer & Lyn. Will share through my MM community & through district MM professional development I'm part of delivering in July.

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I'd love to see a statistics focus at a future CIME to address:
1.  How do we encourage K-12 math teachers to actually teach the stat standards in their course?  How do we support teachers in strengthening their stat content knowledge?
2. How can we change the perception of AP Stat as a course for those who can't handle AP Calc?
3. Where can teachers/instructors find meaningful, easy to use, curated sources of real data? How can we share these resources with all teacherS?

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One of the major stakeholders for math modeling education is industry. This validates the work of math modeling educators and provides incentive for continuing to incorporate modeling in the classroom. I hope to be able to educate the community (school, parents, students) about the importance of developing modeling skills, and to find opportunities for students to intern with local industries to further emphasize the value of modeling.

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MM can provide entry point for all students into the doing of math for a purpose when task is open and meaningful.  Tat is in dynamic tension with designing tasks that align with current content and push students into zone of proximal development.  Given constraints of current classroom realities it is important to find/design modeling opportunities that address both

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Seems like MM lends to creating an open classroom culture (teacher no longer gate keeper of knowledge) and getting students to think. Seems to me, that just good math teaching.

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Dan Meyer’s idea of “real world” vs realistic. What may be realistic to us, especially fiery social justice modelers, may not be the hook the students are interested in. Getting buy in is huge.

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Nina Miller, Tucson Unified School District

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Nina Miller, Tucson Unified School District

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-Take Away (How I’ll Share)

-gender equity in math competitions (do more modeling in Math Team practices, to hopefully inspire/invite more girls and other marginalized groups of students)
-heard about a “Kangaroo” math competition for elementary (look into it and give info to schools)
-mapping (will work on generating tasks regarding equity/justice of space using neighborhood/city maps of Tucson with students)
-Nothing Stopped Sophie (definitely a read aloud for my daughters and all classes... Highlights dispositions of curiosity and perseverance... modeling tasks generated from student questions?)

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I’ve learned that math modeling has the potential to be a powerful tool for creating a healing space in the math clasroom for the mathematically traumatized, marginalized, colonized, including healing around biases for members of dominant groups.  However, it can also be used to reinforce these issues if not done with care and thoughtfulness about  the students we are hoping to serve.

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Ricardo Cortez’ idea that he creates hsi syllabus at the end of the course. I like that idea because it lets you go in authentic directions.

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Widening the Access= Participation=Opportunity to Learn MM for both Teachers and Students

Form and Function for Teachers:

Form: Through teacher study groups, lesson study, courses workshops and formal and informal network online

Function: To develop shared understanding - A forum/network to co-design, get diverse expertise, gather resources, experiment, design, reflect and create a vision for what MM PD and its core practices for teachers; compelling and complex MM problems

Form and Function for Students in K-16 and beyond

Form: Formal and Informal learning opportunities for MM - through curriculum in schools, clubs, contests, outreach programs

Function: To develop young learners as math thinkers and doers - building confidence and competencies; learning that math empowers us to make changes for the betterment of society, environment, people, and the world.

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We need more research on MM in early grades/early childhood development...or at least find it and make it known in curriculum/school circles.

Jennifer Czocher...you made the statement that there's not enough MM research (at least that's the partial statement I gleaned).  Yours and Lynn's referenced research..how much can that help in the articulation to teachers/admins/districts that MM is powerful? I'm passionate to get it out there.

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Focus in on the why Modeling is important?

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Focus in on the why Modeling is important?

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The process of developing interest in mathematical modeling must be pushed to the forefront of understanding. Making the jump from a single classroom emphasis to the school emphasis. Answering this question will get stakeholders on board

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I will 1) connect with Erin Turner at UofA and Megan Wickstrom at MSU to learn how to initiate the kind of math modeling PD they’ve lead at the elem level in their local context at CUSD, where my own kids go to school.
2) pursue funding to turn MPI problems into math modeling tasks accessible at the high school level.

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Jim, LSU:
1)	The experience of working on the Flint drinking water problem demonstrated how modeling tasks that are in tune with student capabilities create mathematical self-efficacy.  This was reinforced by numerous examples from all levels that we saw the following day.
2)	Obstacles are the narrow conceptions of mathematics teaching & learning that dominate many schools (and are reinforced by policies & institutions).  
3)	Making mathematics joyful! First, in our classes for teachers, model modeling.  Second, support modeling by creating vetted modeling tasks that teachers can use.

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Jim, LSU:
1)	The experience of working on the Flint drinking water problem demonstrated how modeling tasks that are in tune with student capabilities create mathematical self-efficacy.  This was reinforced by numerous examples from all levels that we saw the following day.
2)	Obstacles are the narrow conceptions of mathematics teaching & learning that dominate many schools (and are reinforced by policies & institutions).  
3)	Making mathematics joyful! First, in our classes for teachers, model modeling.  Second, support modeling by creating vetted modeling tasks that teachers can use.

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Liz Little, Berkeley, CA
I have a colleague at this conference.  Between us we have 4 sections of math/science.  We propose to do a study where we each teach one of our classes several lessons using modeling and the other from our usual curriculum.  We are eager to see if there are differences in  engagement level, accessibility, and assessment data.  We will collaborate on a paper showing our findings. If we are going to convince our principal, the students, the parents, other teachers, the school board, the curriculum writers, the policy and makers that MM is a necessary part of math education we have to have data and experience to show it.

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Liz Little, Berkeley, CA
I have a colleague at this conference.  Between us we have 4 sections of math/science.  We propose to do a study where we each teach one of our classes several lessons using modeling and the other from our usual curriculum.  We are eager to see if there are differences in  engagement level, accessibility, and assessment data.  We will collaborate on a paper showing our findings. If we are going to convince our principal, the students, the parents, other teachers, the school board, the curriculum writers, the policy and makers that MM is a necessary part of math education we have to have data and experience to show it.

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SH...Math Learning is Medellin...All learning is Modeling.

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AMS has a code of ethics