Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task

“Everybody Was Included in the Conversation”: Teachers’ Perceptions of Student Engagement in Transdisciplinary STEM Learning in Diverse Elementary Schools

“…MEAs are well-suited for integrating STEM within elementary mathematics and science instruction because they require one to two class periods and produce models that offer teachers a contextual and content-focused lens on student thinking [20,22]. Teaching through MEAs can help students see the relevance of mathematics and science in their lives and society, build critical thinking skills, engage in meaningful mathematics and scientific discourse, and present their solutions to others [23][24][25]. Researchers have explored students' experiences with MEAs in elementary classrooms [25][26][27] and pre-service teachers' experiences with MEAs [17,20,28,29], yet there is limited research on how elementary teachers perceive student engagement and student learning within MEAs.…”