This poster presents findings from design and early implementation work of the NSF DRK-12 project which positions 6th and 7th grade students as decision makers in their own learning, integrating culturally responsive mathematical modeling problems into their regular curriculum. We take a sociocritical perspective on modeling, supporting students in using mathematics to understand their life experiences and, when appropriate, to challenge the existing social order (e.g., Aguirre et al., 2019; Author, 2021; Cirillo et al., 2016; Felton-Koestler, 2020).
Short Description
This poster presents findings from design and early implementation work of the NSF DRK-12 project which positions 6th and 7th grade students as decision makers in their own learning, integrating culturally responsive mathematical modeling problems into their regular curriculum. We take a sociocritical perspective on modeling, supporting students in using mathematics to understand their life experiences and, when appropriate, to challenge the existing social order. By learning to recognize mathematical dimensions of their emerging identities in classroom settings, we hope to inspire excitement about mathematics and boost students’ experiences of mathematical agency.