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Mathematical modelling is a cyclic process in which a modeller evaluates a real-life scenario using mathematics. It is rarely included in the curriculum for pupils prior to secondary school in the United States and is thus unfamiliar to most elementary teachers. In this study, we begin by describing our perspectives and stance on professional development for elementary school teachers in mathematical modelling from both content and pedagogical aspects. We then describe how engaging teachers and students in mathematical modelling promoted mathematical communities of practice through classroom values of relevance, access, and engagement. Findings from a narrative analysis of field notes and transcripts from teacher study groups suggest that when teachers create modelling tasks with these values in mind, modelling provides opportunities for all students to use mathematics to solve problems that matter to them in a way that fosters and benefits community.

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We used the Footprint problem to engage middle school students in statistical thinking.