Titlebook: Exploring Mathematical Modeling with Young Learners; Jennifer M. Suh,Megan H. Wickstrom,Lyn D. English Book 2021 The Editor(s) (if applica

Tartar

Elementary Teachers’ Enactment of the Core Practices in Problem Formulation through Situational Conthey work through making assumptions, building a solution or a model, and revising their model as they relate back to their problems. We also analyzed the context in which the problem formulation occurred: community-based, school-based, or curriculum-based contexts and how it impacted authentic learning.

勉強(qiáng)

Instinctive

憤慨點(diǎn)吧

The Genesis of Modeling in Kindergartenirino, Sharp, & Barnes, 2014); other studies have shown that early numeracy skills predict achievement in the third grade (Jordan, Glutting, & Ramineni, 2010; Jordan, Kaplan, Ramineni, & Locuniak, 2009) and beyond (Duncan et al., 2007; Geary, Hoard, Nugent, & Bailey, 2013; Watts, Duncan, Siegler, & Davis-Kean, 2014).

阻擋

過(guò)度

讓步

灰姑娘

Mathematical and Interdisciplinary Modeling in Optimizing Young Children’s Learningltural and community issues are also explored. To illustrate how elementary students can work effectively with these problems, an MEA and a follow-up STEM-based modeling problem implemented in fourth-grade classrooms (9-year-olds) are presented.

Hdl348

watertight,

Mathematical Modeling Thinking: A Construct for Developing Mathematical Modeling Proficiencytual success in algebra. We describe . and discuss activities that promote it, providing guidance to teachers and teacher educators to develop such thinking, which we consider necessary for success in mathematical modeling. We highlight work with elementary prospective and practicing teachers that s