Yıl 2018, Cilt 9 , Sayı , Sayfalar 1 - 10 2018-08-18

Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study

Celil EKİCİ [1] , Chris PLYLEY [2] , Cigdem ALAGOZ [3] , Risa GORDON [4] , Nora SANTANA [5]


Real-world problems often demand interdisciplinary solutions, and thus provide opportunities for cross-disciplinary instruction and learning within the mathematical sciences and STEM fields. Building on the vision of The Mathematical Sciences in 2025 (National Research Council, 2013) and with the motivation to prepare the students of the 21st century, interdisciplinary teacher teams are created to work together with students, university faculty, and community experts, towards building instruction around solving problems on locally relevant STEM challenges. The goal of this research program is to provide equitable access to quality STEM instruction for all students while using culturally responsive practices. Since 2014, with support from the National Science Foundation, in-service STEM teachers, students, and university faculty have been participating in year-long professional learning community (PLC) activities on STEM projects around culturally relevant topics such as lionfish population dynamics and control, water quality, and green home design. Based on the emerging local best practices with PLCs around interdisciplinary projects, these PLCs support the development of interdisciplinary knowledge and practices by students, teachers and the community for learning mathematical sciences and STEM, both in and out of school settings. Using the case of the lionfish project as an exemplar for culturally responsive STEM projects, we discuss how focused professional development sessions for teachers on the mathematical and scientific modeling of lionfish population dynamics and control using discrete, continuous and statistical methods furthered this development.  
Mathematical modeling, Assessment, Culturally responsive stem education, Project based learning, Professional learning communities, Interdisciplinary mathematical and scientific practices
  • Alagoz, C., & Ekici, C. (2018, Under Revision). Cognitive Diagnosis Models for Mathematical Modeling Assessment. In G. A. Stillman, J. Brown et al (Eds). Book Series on Teaching and Applying Mathematical Modelling. Chichester: Horwood Publishing. Au, K. H., & Kawakami, A. J. (1994). Cultural congruence in instruction. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 5-23). Albany: State University of New York Press. Brown, M. R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in school and clinic 43(1), 57-62. Common Core State Standards for mathematics (CCSSM). (2010). Washington, DC: National Governors Association and The Council of Chief State School Officers. Retrieved from http://www.corestandards.org/Math/ Ekici, C.& Alagoz, C., (February, 2018). Teachers validity arguments for mathematical modeling: Competency measures and connections. 22nd Annual Conference of the Association of Mathematics Teacher Educators, Houston, Texas. Ekici, C., & Plyley, C. (2018). Inquiry based modeling of population dynamics with logistic differential and difference equations. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies. https://doi.org/10.1080/10511970.2018.1484399 Ekici, C., & Plyley, C. (2017). Math Circles for Integrated STEM Learning Communities. Presentation at Joint Mathematics Meetings Jan 7, 2017, Atlanta, Georgia. Fortmann-Roe, S. (2014). Insight Maker: A general-purpose tool for web-based modeling & simulation. Simulation Modelling Practice and Theory, 47, 28-45 Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok-Naaman, R. (2005). Design-based science and real-world problem-solving. International Journal of Science Education, 7(3), 855-879. Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Gordon, R., Santana, N., Acosta, A. A., & Ekici, C. (2016, October). Critical Study & Community Based Approaches to Lionfish Problem for a Culturally Responsive STEM Education in the Caribbean. Paper presented at International STEM Education Association Meeting Branson MO. Greenstein, S., & Ekici, C. (2017). At the Intersection of Teaching and Cultural Diversity: Modeling a Culturally Responsive Mathematics Pedagogy for the U.S. Virgin Islands. Journal of Mathematics and Culture, 11 (4), 39-82. Hardison, D.R., Holland, W.C., Darius, H.T., Chinain, M., Tester, P.A., Shea D, et al. (2018) Investigation of ciguatoxins in invasive lionfish from the greater caribbean region: Implications for fishery development. PLoS ONE 13(6): e0198358. https://doi.org/10.1371/journal.pone.0198358 Harvey, R.G. and F.J. Mazzotti. (2015). Public Awareness and Attitudes toward Invasive Lionfish. Interim Report to the Florida Fish and Wildlife Conservation Commission. Hollins, E. R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum. Kleinfeld, J. (1975). Effective teachers of Eskimo and Indian students. School Review, 83(2), 301-344. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. Mathematical Association of America (MAA) (2015) CUPM Curriculum Guide to Majors in the Mathematical Sciences. Retrieved from http://www.maa.org/sites/default/files/pdf/CUPM/pdf/CUPMguide print.pdf National Oceanic and Atmospheric Administration(NOAA) /NCCOS.(2016) Lionfish 2016 February.. Available from: https://coastalscience.noaa.gov/research/pollution/invasive/lionfish. National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D.C.: The National Academies Press. New York Performance Standards Consortium. (n.d.). Math rubric for performance based assessment tasks. Available at http://performanceassessment.org/performance/prubrics.html. Next Generation Science Standards Lead States. (2013). Next generation science standards: for states, by states. Washington, D.C.: The National Academies Press. Plyley, C. and Ekici, C. (To Appear). Developing Strategic Competence with Representations for Growth Modeling in Calculus. In Proceedings for the Conference on Research in Undergraduate Mathematics Education, Feb 22-24, 2018. San Diego, Robertson A, Garcia A.C., Quintana, H. A. F., Smith, T.B., Castillo, B. F., Reale-Munroe, K., et al. Invasive lionfish (Pterois volitans): a potential human health threat for ciguatera fish poisoning in tropical waters. Mar Drugs. 2014, 12(1):88–97. pmid:24378919 Sagor, R. (2010). Collaborative action research for professional learning communities. Bloomington, IN: Solution Tree Press. Satchwell, R. E. and Loepp, F. L. (2002). Designing and implementing an integrated mathematics, science, and technology curriculum for the middle school. Journal of Technology Education, 39(3), 41-66. Wilcox CL, Hixon MA. (2015). False positive tests for ciguatera may derail efforts to control invasive lionfish. Environ Biol Fish. 98(3):961–969.
Birincil Dil en
Konular Sosyal
Bölüm Articles
Yazarlar

Yazar: Celil EKİCİ (Sorumlu Yazar)

Yazar: Chris PLYLEY

Yazar: Cigdem ALAGOZ

Yazar: Risa GORDON

Yazar: Nora SANTANA

Tarihler

Yayımlanma Tarihi : 18 Ağustos 2018

Bibtex @araştırma makalesi { epess454472, journal = {The Eurasia Proceedings of Educational and Social Sciences}, issn = {}, eissn = {2587-1730}, address = {}, publisher = {ISRES Organizasyon Turizm Eğitim Danışmanlık Ltd. Şti.}, year = {2018}, volume = {9}, pages = {1 - 10}, doi = {}, title = {Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study}, key = {cite}, author = {Ekici, Celil and Plyley, Chris and Alagoz, Cigdem and Gordon, Risa and Santana, Nora} }
APA Ekici, C , Plyley, C , Alagoz, C , Gordon, R , Santana, N . (2018). Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study . The Eurasia Proceedings of Educational and Social Sciences , 9 , 1-10 . Retrieved from https://dergipark.org.tr/tr/pub/epess/issue/38900/454472
MLA Ekici, C , Plyley, C , Alagoz, C , Gordon, R , Santana, N . "Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study" . The Eurasia Proceedings of Educational and Social Sciences 9 (2018 ): 1-10 <https://dergipark.org.tr/tr/pub/epess/issue/38900/454472>
Chicago Ekici, C , Plyley, C , Alagoz, C , Gordon, R , Santana, N . "Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study". The Eurasia Proceedings of Educational and Social Sciences 9 (2018 ): 1-10
RIS TY - JOUR T1 - Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study AU - Celil Ekici , Chris Plyley , Cigdem Alagoz , Risa Gordon , Nora Santana Y1 - 2018 PY - 2018 N1 - DO - T2 - The Eurasia Proceedings of Educational and Social Sciences JF - Journal JO - JOR SP - 1 EP - 10 VL - 9 IS - SN - -2587-1730 M3 - UR - Y2 - 2021 ER -
EndNote %0 The Eurasia Proceedings of Educational and Social Sciences Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study %A Celil Ekici , Chris Plyley , Cigdem Alagoz , Risa Gordon , Nora Santana %T Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study %D 2018 %J The Eurasia Proceedings of Educational and Social Sciences %P -2587-1730 %V 9 %N %R %U
ISNAD Ekici, Celil , Plyley, Chris , Alagoz, Cigdem , Gordon, Risa , Santana, Nora . "Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study". The Eurasia Proceedings of Educational and Social Sciences 9 / (Ağustos 2018): 1-10 .
AMA Ekici C , Plyley C , Alagoz C , Gordon R , Santana N . Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study. EPESS. 2018; 9: 1-10.
Vancouver Ekici C , Plyley C , Alagoz C , Gordon R , Santana N . Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study. The Eurasia Proceedings of Educational and Social Sciences. 2018; 9: 1-10.
IEEE C. Ekici , C. Plyley , C. Alagoz , R. Gordon ve N. Santana , "Integrated Development and Assessment of Mathematical Modeling Practices for Culturally Responsive STEM Education: Lionfish Case Study", The Eurasia Proceedings of Educational and Social Sciences, c. 9, ss. 1-10, Ağu. 2018