LEVERAGING MODELING WITH MATHEMATICS-FOCUSED INSTRUCTION TO PROMOTE OTHER STANDARDS FOR MATHEMATICAL PRACTICE

The Standards for Mathematical Practice (SMPs) describe mathematical proficiency in terms of behaviors and habits that every student should develop during mathematics instruction. Modeling with mathematics supports students in gaining facility with multiple representations and making sense of real-world phenomena. We investigated K-10 mathematics teaching for possible associations between mathematics teaching behaviors promoting modeling with mathematics (SMP4) and those identified by the other SMPs, using a classroom observation protocol called the Revised SMPs Look-for Protocol. Data consisted of lessons and videos of mathematics instruction from 70 K-10 mathematics teachers engaged in professional development focused on the SMPs. Results illuminated several associations between modeling with mathematics (SMP4) and other SMPs. A typical instructional case illustrates these associations and suggests potential for further opportunities. Teachers aiming to foster students’ mathematical proficiency might consider instruction promoting SMP4 as a means to promote further connections to other mathematical behaviors and habits described in the SMPs.