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Mathematical modeling is a high-leverage topic, critical for participation in STEM education and civic engagement (Aguirre et al., Math Teach Educ 7(2):7–26, 2019). In the Mathematical Modeling with Cultural and Community Contexts (M2C3) project, we investigate culturally responsive, community-based approaches that support mathematical modeling with elementary students, particularly those historically marginalized in STEM. This study focused on how students drew upon their knowledge and experiences as they engaged in the mathematical modeling process. Using a qualitative case study design (Stake, The art of case study research. Sage, Thousand Oaks, 1995), we investigated elementary students (third and fifth graders) in four different classes as they engaged in a common modeling lesson – Upcycling Plastic Bags to Make Jump Ropes. Data sources included video-recorded lesson observations, teacher interviews and reflections, and student work. Through iterative cycles of analysis, we conducted within-case and cross case analyses. Across the four lessons, we found that students’ experiences and knowledge related to jump rope activities supported their engagement in each phase of the modeling process. Specifically, students leveraged experiences to identify important quantities and relationships, to make assumptions, to analyze and interpret the reasonableness of their solutions, and to inform model revisions. Our findings have important implications for mathematics modeling instruction.

This chapter provides an overview of the mathematics modules developed in the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project. We designed these modules to support preK-8 prospective teachers in learning to integrate mathematics, children’s mathematical thinking, and their cultural, linguistic, and community-based funds of knowledge in mathematics instruction. We first discuss the process by which we designed and researched these modules in our university preK-8 mathematics methods courses. We then describe each module, the goals, and the activities within each module. The three modules are Mathematics Learning Case Study, Community Mathematics Exploration, and Classroom Practices. We conclude with considerations for mathematics teacher educators for using the modules in their mathematics methods courses.