Community-based Math Modeling: Using Math to Make a Better World

Imagine a scenario where a teacher in a K-12 classroom is presenting a lesson in math. Rather than looking upon a classroom filled with excited and engaged learners, the teacher instead sees the disappointing blank stares of students who appear to have “checked out.” The minds of these students are somewhere else. Ask any teacher if they have ever experienced something like this, and the answer will likely be yes. For many students, the subject of mathematics is abstract and has little relevance to their day-to-day lives. They may look at math as something that other people “do,” but not as something that they do.

To counter this way of thinking, it is important for teachers to nurture an interest in math in their students and to show them that mathematics affects all aspects of their lives. Doing this early on can help ignite students’ excitement for this subject. Teachers can make this happen by demonstrating to students how they can take the principles of math and apply them to real-world problems or situations they care about. These connections, especially those at the local level, can give students a greater appreciation for the power and relevance of math. It can also give them purpose as they try to make positive changes in their community through math. All of a sudden, it is the students themselves, not other people, who are “doing” math. Jennifer Suh, professor of the Mathematics Specialist Leadership Program at George Mason University, recently discussed community-based math modeling, a teaching strategy where students work collaboratively on projects that center on using math to bring about positive changes that can improve their communities.

Community-based math modeling includes several distinct steps.

The community-based math modeling approach used in the K-12 curriculum includes several steps. Students begin by identifying a problem they think is important and then conduct research to develop a better understanding or awareness of how the issue is affecting their school or community. Students then collect data that is relevant to the problem. Next, they analyze this data to look for trends. Students then collaborate with their peers as they engage in problem-solving to devise workable solutions. The last step requires students to act. This could require them to engage with their school principal, members of the community, or other stakeholders as they present the findings from their investigation and share their ideas on potential solutions. Throughout this process, the teacher acts as a guide helping students fine tune their methods, reflect on their findings, and make any adjustments that may be necessary.

Using Math Modeling to Reduce Food Waste in School Cafeterias

An example of a community-based math modeling project was recently observed at a Northern Virginia elementary school where students noticed that an excessive amount of food was being thrown away in the cafeteria during lunch. They collected and analyzed data on the amount of food in various categories (i.e., milk, entree, vegetable, fruit, side dish) being discarded weekly. From this quantitative data, they were able to calculate the mathematical percentages and proportions of food being wasted and could predict future estimates on a weekly, monthly, and yearly basis. This project increased student awareness of the problem of food waste. It also prompted the students to consider ways in which food waste might be reduced and whether instead of being discarded, excess food could be shared with individuals who were food insecure. The students presented their ideas along with their analysis of food waste to the school principal who participated in a productive discussion with the students on these issues. Students benefited from the interdisciplinary nature of this project where math was integrated into other disciplines, including social studies and civic engagement.

Many local activities or events could be appropriate for community-based math modeling projects.

There are many other activities at the local community and school site levels that can lend themselves to a community-based math modeling project. One of these could be the renovation of a school or neighborhood playground. This would provide students with an opportunity to use math concepts such as area and perimeter in devising a plan on how such a facility could be made more accessible and inclusive for children of varying physical abilities. Other community-based math modeling projects might be implemented within the context of the heritage-rich experiences that culturally and linguistically diverse learners bring to the classroom. Regardless of the context in which these projects are conducted, they give students the opportunity to participate in rich mathematical tasks that require high levels of thinking, reasoning, and problem-solving while making a positive difference in the world around them.

To learn more about degree offerings in the Mathematics Specialist Leadership Program at George Mason University, please visit the program website.