Mathematical Modeling in the Elementary Grades: Developing and Testing an Assessment

Autor/inn/en	Turner, Erin E.; Roth McDuffie, Amy; Bennett, Amy Been; Aguirre, Julia; Chen, Mei-Kuang; Foote, Mary Q.; Smith, James E.
Titel	Mathematical Modeling in the Elementary Grades: Developing and Testing an Assessment
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 7, S.1387-1409 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10195-w
Schlagwörter	Mathematical Models; Elementary School Science; Mathematics Skills; Holistic Approach; Student Evaluation; Elementary School Students + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Holistischer Ansatz; Schulnote; Studentische Bewertung
Abstract	Mathematical modeling is a high-leverage topic, critical for college and career readiness, participation in STEM education, and civic engagement. Mathematical modeling involves connecting real-world situations, phenomenon, and/or data with mathematical models, and in this way applies across various STEM disciplines, including mathematics, engineering, and science. Although research has begun to explore mathematical modeling "instruction" in the elementary grades, questions remain about how to "assess" student learning at the elementary level. We addressed this need by designing an assessment of mathematical modeling competencies for students in grades 3 through 5. Informed by international research, our assessment includes a hybrid structure to assess mathematical modeling competencies "holistically" (as students engage in the complete modeling process) and "atomistically" (as students engage in different components of the modeling process, including making sense of phenomena and real-world situations, setting up and operating on mathematical models, and interpreting results in relation to the real-world context). We conducted student interviews, followed by two rounds of pilot testing to inform item development and ensure acceptable psychometric properties. The final assessment included 13 items (9 multiple choice, 3 open-response, and 1 complete modeling task). We describe our assessment development process, and provide sample assessment items and detailed coding rubrics. We summarize quantitative analyses which established high reliability and low standard error for our assessment, supporting its use for grades 3 to 5. Implications of our framework and assessment for mathematical modeling instruction and future research on STEM learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01