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|Title:||Supporting Elementary Students to Develop Mathematical Models Within Design-Based Integrated Science and Mathematics Projects|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Lilly, S., Fick, S., Chiu, J., & McElhaney, K. (2020). Supporting Elementary Students to Develop Mathematical Models Within Design-Based Integrated Science and Mathematics Projects. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 847-848). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This study explores how upper elementary students develop mathematical models within an integrated science and engineering unit. We collected and coded student explanations from two fifth-grade classrooms. Results indicate that students used mathematical reasoning to create mathematical models of science phenomena. However, some students struggled and instead created descriptive models. These findings highlight the role of mathematical concepts and reasoning associated with science processes in supporting mathematical modeling in upper elementary science instruction.|
|Appears in Collections:||ICLS 2020|
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