This session will explore how a standard algorithmic problem can be approached from a conceptual modeling and data science perspective and lead to natural lines of inquiry for student exploration. While only a specific task will be explored, the session learnings can be generalized and applied to a variety of classes of problems, contexts, and concepts.
Recently, the Jacobson Institute for Innovation in Education released a report detailing findings and recommendations from its 2018 Iowa Mathematics Education Needs Assessment. The purpose was to gather data to help inform decisions about how to improve the teaching and learning of mathematics in Iowa’s schools, and it focused on questions such as: • What are teachers' beliefs about teaching and learning mathematics? • What are their teaching practices? • How confident are they in teaching Iowa Core Mathematics? • What are their preferences for professional development? • How and how much do they collaborate with their peers? • And how do the answers to these questions vary based on experience, school level, district size, and other factors? This session will highlight key results that have implications for education policy, instruction, as well as teacher preparation and professional development. Session participants will have an opportunity to discuss what implications the report’s findings have for them.
