Preservice teachers posing mathematical modeling problems for culturally and linguistically diverse learners

Abstract

As the population of culturally and linguistically diverse students increases in the U.S., there is a need to prepare future teachers to teach these students effectively. Mathematical modeling provides a powerful way of teaching diverse students because its authentic contexts draw upon students’ experiences. In this study, preservice teachers at two universities were guided to create mathematical modeling problems for diverse students. Their problems were analyzed using a framework focused on cultural and linguistic relevance, mathematical content, and cognitive demand. Our results demonstrate how these preservice teachers developed problems while integrating students’ home culture and a requirement for high cognitive demand.