The National Science Foundation will fund a three-year, $1.5 million research project to study teaching and learning of mathematical modeling in elementary education. , an associate professor of mathematics education at the 天美影视传媒 Tacoma, is one of four principal investigators leading the endeavor.

“Mathematical modeling is a process of using mathematics to analyze a ‘real-world’ problem, represent it using mathematical concepts, make predictions and take action,” said Aguirre. “It’s used widely in business, science, technology and engineering fields. But it’s not customarily been a part of elementary education.”

That may change as mathematical modeling plays an increasingly prominent role in education and employment sectors across the country. It forms a key part of Washington state’s Common Core secondary curriculum, which has in part prompted interest to introduce the principles of mathematical modeling earlier.

Mathematical modeling is an exploratory and quantitative process, utilizing graphs, equations and diagrams to decipher and illustrate the mathematical underpinnings of real-world phenomena and decision-making. The principles of mathematical modeling play a role in everything from weather forecasting and traffic patterning to election forecasts and advertising. As the prevalence of these concepts grows in education and professional life, elementary education would benefit from introducing these principles earlier, Aguirre said.

“Very little has been done to find the best approaches for introducing mathematical modeling at the elementary school level,” said Aguirre. “What we’re trying to do is lay a basic foundation for developing an elementary curriculum around mathematical modeling and providing resources to educators.”

Aguirre and her colleagues believe children are naturally curious and observant. Their experiences and knowledge from their homes and communities can help them make sense of complex issues and situations they encounter. The researchers want to work with teachers to modify traditional textbook story problems 鈥� which have one specific answer 鈥� into mathematical tasks that reflect community situations and may have multiple answers depending on assumptions students identify.

Here is a traditional mathematics problem that elementary students might typically encounter: 24 students are going on a week-long camping trip. Each student receives three healthy meals each day. How many healthy meals are needed for the camping trip?

“An approach based on mathematical modeling first introduces the situation to students: ‘How much food do we need to bring on this trip?'” said Aguirre.

That lack of structure allows students to come up with their own process to address this situation.

“They can define assumptions and take action, starting by asking themselves key questions and coming up with answers,” said Aguirre. “‘How many of us are going on this trip? How long will the trip last? What exactly constitutes a healthy meal? How far are we traveling, and do we need to factor in travel time?'”

What was once a “plug-and-chug” multiplication problem becomes a mathematics process that uses both student-generated creativity and critical thinking skills. Ideally, students would see the connection between this scenario and the problem-solving processes that occur in their lives outside of school, such as planning family trips or community events.

Aguirre and her collaborators will explore teaching concepts, methods and community-based resources to introduce mathematical modeling at the third-, fourth- and fifth-grade levels. Their team will recruit elementary school teachers in the Pacific Northwest and Southwest to meet regularly and discuss which existing teaching methods could be adapted to introduce mathematical modeling to students. They will also develop new methods as needed, and eventually test the effectiveness of these methods in classroom settings. Lesson planning tools, resources and modeling tasks will be archived in a digital library for educator to use.

“We are very excited to work with teachers to make mathematics more rich, rigorous and relevant for students,” Aguirre said.

Her partners in this endeavor are at Washington State University Tri Cities, at the University of Arizona and at Queens College, City University of New York.

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For more information, contact Aguirre at 253-692-4820 or jaguirre@uw.edu.

Taking into account the rigor of the content, how children learn mathematics and the richness of cultural and linguistic diversity students bring with them to the classroom could help teachers engage young students in mathematics and science.

Thats the idea behind a five-year, six-university project funded by the National Science Foundation to transform how we train K-8 mathematics teachers. The UW Tacoma is one of the universities participating.

Its clear that our schools are becoming more diverse. Nationally, racial and ethnic minority youngsters constitute 43 percent of public school students. Twenty percent of students in grades K-12 speak a language other than English at home. That number is expected to reach 30 percent within three years.

Here in Washington, enrollment has tripled in the states Transitional Bilingual Instruction Program for students whose first language is not English. Washington public school students speak at least 200 different languages.

Spanish, by far the most prevalent language after English, is spoken by two-thirds of the states English language learners, followed by Russian, Vietnamese, Ukrainian, Somali, Korean and Tagalog. Locally, students in Kent schools speak 102 different languages; students in Federal Way speak 81; and students in Tacoma speak 56.

Our state is looking for ways to improve mathematics education and student achievement. While math standards and courses needed for high school graduation requirements have increased, Washington states student mathematics achievement continues to be a concern. For example, according to the Washington Office of the Superintendent of Public Instructions 2009-2010 Washington Report Card, only 51.6 percent of 8th graders and 41.6 percent of 10th graders passed the mathematics portion of the Measurement of Student Progress.

“Preparing teachers to meet the increasing mathematics and diversity demands of our schools is critical to improving mathematics achievement of our students,鈥� said Julia Aguirre, assistant professor of education at UW Tacoma and co- investigator of the NSF project.

The TEACH MATH project, short for Teachers Empowered to Advance CHange in Mathematics, involves research faculty from the education departments of six universities across the nation: Iowa State University, 天美影视传媒 Tacoma, Washington State University Tri-Cities, University of Arizona, Queens College-City University of New York and the University of Delaware.

The National Science Foundation recently awarded $3.5 million to the TEACH MATH project to develop better ways to prepare new teachers to teach mathematics.

“We need to prepare good mathematics teachers to support an increasingly diverse student population, with special attention to groups historically underrepresented in STEM fields [science, technology, engineering, mathematics],鈥� Aguirre said. “This is about preparing students to learn rich and rigorous mathematics and utilizing resources in the community and family to support mathematics learning and development.鈥�

Aguirre explained the project will ultimately help young people develop a stronger understanding of mathematics and confidence in their problem solving, “so they wont hate math.鈥� When students can make sense of the mathematics, engage in interesting problems, and see the relevance in their lives, they are better equipped to tackle advanced mathematics and science fields.

“When a student asks, 鈥榃hy do I need to learn this? teachers need to know how to make math relevant and interesting,鈥� Aguirre said. “They need to help students understand that math is a tool for understanding the world around us.鈥�

Beyond repetition and drills, Aguirre explained, teachers can pay closer attention to how students are thinking about a math problem and what strategies they are using. Teachers can help students recognize how they use math in activities that occur outside the classroom, such as games, cooking, measuring things or participating in a family business.

“Its not just about the procedures,鈥� she explained. “Its also about the ways students talk, think about and use math in and out of school.鈥�

Mathematics is not culturally neutral. Other countries use mathematics differently to solve problems, Aguirre explained. Its important for teachers to understand that a students parents might use different measurement units or solve a division problem in a different way than is typically done in the United States. With this knowledge, teachers can open up opportunities to discuss similarities and differences among different mathematical approaches or help decipher a computational error a student might make.

The six researchers in TEACH MATH originally shared ideas about mathematics teacher preparation at a conference three years ago. Before receiving the NSF grant, the group worked for two years on a pilot program of new methods of training teachers.

The NSF grant supports the teams research and development of modules and tools to help beginning teachers teach diverse students. It also allows the researchers to follow the teachers over time to see how their skills develop.

Corey Drake, Iowa State University professor in curriculum and instruction, leads the project. “The [NSF] funding pays for the technology and coordination across the six universities and for tracking these students as they go into teaching,鈥� she said.

Aguirre said the new teachers will be able to take an integrated approach to teaching, right from the beginning, and use what they learn from TEACH MATH to make mathematics meaningful, relevant and rigorous for all their students.

“This helps teachers give students a foundation to do well in high school and beyond,鈥� Aguirre said.

At the end of the five-year project, the team will share their findings and the tools they develop in a national conference.

Number of students from local school districts enrolled in Transitional Bilingual Instruction Program

• Seattle: 6,033
• Tacoma: 2,327
• Fife: 391
• University Place: 138
• Bethel: 319
• Franklin Pierce: 574
• Highline: 3,974
• Federal Way: 3,136
• Clover Park: 1,337
• Bremerton: 144
• Kent: 4,521

Source: Educating English Learners in Washington State, 2008-09 Report to the Legislature, December 2009, State Superintendent of Public Instruction