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Tedtalks then dan meyer than jo boaler

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Other educators involved in MM & mentors, definitely!

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Challenges: Institutional understanding of & support for MM. I teach at elementary level in a large urban district. Without knowledge & background in MM how do district and site leaders support MM?

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Teachers may not have the confidence to engage in mathematical thinking to attack open problems that may arise. Even in lower grades, Common Core is giving many teachers difficulty because they have not had the experience of applying mathematical ideas in unfamiliar settings.

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Teacher to teacher as elementary teachers have received training through IMMERSION MM 3 year NSF funded project. (about 25 teachers per year) These teachers have done modeling tasks in their own classrooms and connected with other teachers doing MM along with reaching out to site/district teachers not familiar with MM.

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There are some modeling-related content courses for preservice teachers, but they are often combined with other content areas and/or optional.
There are some professional development projects that are supporting teachers in thinking about modeling, and in my own experience, teachers are hungry for more such opportunities and to be supported in trying them in their classroom.

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Historically regional and statewide efforts, and other ad hoc initiatives toward MM in K12. But no national coordination. And these efforts have decreased since the implementation of common core.

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The internet is our friend! Our challenges are - are the resources we are using good problems? Are they true modeling problems? How do we make sure not to scaffold the problems too much?

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WHERE: Immersion; district pd in PUSD (Pomona Unified), Cal Poly CMP workshops

CHALLENGES: Time; paradigm shifts; the elephant in the room: STATE TESTING

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-Tension of doing this work with pre-service vs. in-service teachers; differences in confidence and ability to stray from curriculum

-How do we assess both the content and the practice of math modeling?

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Challenges: Teachers are having to find their own resources and support, often on their own time.

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PD, college TPP, reports like GAIMME.

Thoughts: MM can be introduced much easier into pre-service math teacher curriculum (as a means to changing future instructional practices) than it is to reach in-service teachers that are hesitant to alter their approach to teaching.

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Piecemeal exposure through PDs, blogs. Conferences.

Not enough support which leads to various difficulties:

There is a tension btw meaningful math modeling vs. modeling for modeling's sake.

Not integrated, changing content artificially. Students don't connect to it. Relates to testing and assessment expectations.

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An opportunity would be to train substitutes to support tasks if they are in s classroom.

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College teacher training is now offering modeling courses for their pre-teachers

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There's not a lot of formal training, especially in university grad math departments. Teachers trained a while ago need to seek out opportunities/PD

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Workshops, Pre Service Classroom, Teacher Circle, Summer enrichment. It's almost always "extra"

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Opportunities to fold molding into pre-service teacher method and content courses. Process of inquiry.

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teachers need better education about modeling, reports from current participants in teacher training report very little meaningful work around math modeling
experienced teachers need to become comfortable with what real tasks are

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-Depends on proximity to university and focus of district PD
-Online resources and teacher resourcefulness
-Current curriculum if it includes modeling
-Conferences
-Colleagues

Challenges include assessment and structures around assessments for accountability purposes; teachers own exposure to math modeling as student; focus on teacher doing the modeling rather than students doing the modeling

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MM is a way of thinking. Everyone has a different idea of what MM is.
Teachers’ experiences with MM as students.
Differences between MM in the classroom and MM in industry

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K12 teachers get their MM educ/experience during pre-service education.  College professors get their MM educ in their own research, while in graduate school, and as a part of their interest/passions in general.  They are driven/coded to see math everywhere.   

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K12 teachers get their MM educ/experience during pre-service education.  College professors get their MM educ in their own research, while in graduate school, and as a part of their interest/passions in general.  They are driven/coded to see math everywhere.   

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In general receive no formal instructional training, in modeling or anything else.

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Discussion on sources of MM education for teachers-Our thoughts

- Workshops for teachers
-  Undergraduate coursework
- Goals of specific trainings vary
- Some specialists offer specific courses and that is successful
- State requirements and policy may influence things
- To what degree do we know what’s happening in other countries.

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PD, School Community, Conferences, professional reading, math teaching resources, online resources of all types

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Math circles, CA math project PDs.

Peer mentoring among teachers.

Just shared some ideas with each other right now!

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While modeling is part of most mathematical standards our group has not encountered training in modeling. One of us got training while doing a STEM engineering course. Many of us teach ourselves. We use our experiences to inform ourselves but we are limited by our experiences and culture. Doing life is a modeling task. Thinking is part of any test. Modeling is thinking.

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The internet
CCSS-M
Worshops
textbooks

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Teacher education: Workshops, conferences, COMAP

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Standards (not only math but other subject areas, like science-NGSS), maybe PD, online resources including sites like Pinterest, university coursework, books about social justice problem-solving (not necessarily with modeling language)

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Locally, SVMI has offered experiences.

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What is the purpose for
Why is mathematical modeling

It isn't seen much

Is Mathematical Modeling the solution

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Epiphany: We are the where for our teachers.  We absolutely need to connect our teachers to these networks nationally.  In Oregon, our biggest strength for access to math modeling is actually through Science and CTE experiences.

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Teachers are getting their education from...
Credentialing courses?
The internet?
Workshops at conferences? Desmos? (Hi Dan!)
Self-created resources (Joceline researches this all the time!!!)
It's a lens to see the world with (everywhere you go there are opportunities to model things! Practice finding them!)\

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Professional development for inservice teachers- who pays for it? Who, in a school, gets to go? How does the knowledge disseminate?

Modeling Problems - what are materials that are available? How do teachers access these? How do we know if the problems we identify are valuable and contribute towards the learning we hope?

Assessments - In what ways can teachers incorporate assessments that value student learning in this domain....when they need to know more about modeling itself.

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For MM training are teachers needing to (1) learn how to let go of control or (2) need content knowledge? Seems like modeling IS math and gets kids excited and can just be adjusted to what standard you want to teach.

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For MM training are teachers needing to (1) learn how to let go of control or (2) need content knowledge? Seems like modeling IS math and gets kids excited and can just be adjusted to what standard you want to teach.

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"I have no idea"
Harder with curriculum standards (that don't have MM)
Active learning styles more conducive
More likely to occur in HS rather than in Higher Ed
Used in Diff Eq course. SIMEODE. Some great, some not.
Building in routines to do modeling in class regularly.
What is mathematical modeling?
Abstract Art has mathematical modeling.