University of Missouri
Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
We approach student presentations of solutions to modeling tasks as occasions for whole-class reflection on the rich conceptual work that small-group teams have done in parallel. Analyzing and interpreting these interactions can offer insights into how a classroom group negotiates a shared sense of what they have learned and what they collectively view as “newsworthy” across groups from their recent (and ongoing) model-building. We describe analytical tools to interpret a classroom’s work during presentations, and we illustrate their use in a single case. This work offers a foothold for design-based research to harness presentations to improve learning, drive instructional decisions, and illuminate modeling processes at both individual and group levels.
Brady, Corey and Jung, Hyunyi, "Group Presentations as a Site for Collective Modeling Activity" (2019). Mathematical and Statistical Science Faculty Research and Publications. 43.
ADA Accessible Version
Published version. Published in Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2019: 899-904. Publisher link. © 2019 PME-NA. Used with permission.