Cynthia O. Anhalt

Mathematics intervention for prevention of neurocognitive deficits in childhood leukemia

Despite evidence that CNS treatment is associated with cognitive and academic impairment, interventions to prevent or mitigate these problems are limited. The purpose was to determine if early intervention can prevent declines in mathematics abilities.

Mathematical Modeling and Culturally Relevant Pedagogy

Mathematical modeling and culturally relevant pedagogy (CRP) are both pedagogical approaches that rely on students’ knowledge of everyday situations, yet mathematics education research has not fully attended to the ways in which they can be united in the classroom. We use an interpretation of culture as students’ lived experiences, a perspective drawn from the Funds of Knowledge approach, which can uncover knowledge that is relevant for rich mathematical tasks and that can support socially conscious reflection. This chapter proposes a new pedagogical model, suggesting that the cycle of mathematical modeling provides key moments to access students’ culturally based knowledge and that this approach can address weaknesses in typical implementations of culturally relevant pedagogy. Mathematical modeling asks students to complete a problem-solving cycle involving sense-making, developing problem-solving tools, interpretation and validation of results, and further cycles of model improvement. The early stage of sense-making and the reflective stages at the end of the first modeling cycle are key points at which teachers can plan discussions to foreground students’ cultural knowledge and critical consciousness. We provide examples of this approach through a task on modeling neighborhood fence designs, and we provide reflections on implementing this approach with preservice secondary teachers in an early stage of their pedagogical education.

The Emergence of Mathematical Modeling Competencies: An Investigation of Prospective Secondary Mathematics Teachers

ABSTRACT A study with prospective teachers without prior mathematical modeling experience sheds light on how their newly developed conceptual understanding of modeling manifested itself in their work on the final task of a modeling module within a pedagogy course in secondary mathematics curriculum and assessment. The main purpose of the module was to provide opportunity for the prospective teachers to experience the Common Core Mathematical Practice Model with Mathematics and begin to develop competency in modeling. Their work and reflections displayed a range of proficiency in several competencies associated with the modeling process. Examples of their work illustrating these ranges are provided. The prospective teachers expressed both struggle and rewards during the process, and reflected on challenges for teaching modeling. The results suggest that infusing modules in existing courses can be an effective way to elevate prospective teachers from unfamiliarity with modeling to noticeable levels of proficiency in various modeling sub-competencies.