Folding literacy and culture into mathematical modelling: classroom insights from the Paper Cranes Task

In this paper, we report on the design and implementation of a literacy and culturally-oriented mathematical modelling task. We also report on students’ engagement with the task, sharing their mathematical modelling approaches, perceptions and feelings. To design and implement the task, we drew on collaboration with two researchers and three teachers, research-based frameworks for mathematical modelling and culture integration and literacy instructional strategies. From three groups of students’ mathematical modelling posters and 11 students’ task reflections, we found that our students engaged in diverse mathematical modelling approaches, broadened their perceptions about mathematics and mathematical modelling and expressed positive feelings towards the task. Students also reflected as being more culturally aware and having confidence in using both language and mathematics to express their ideas. Our experience highlights the feasibility of integrating mathematical modelling, culture and literacy into K–12 mathematics classrooms. We conclude with recommendations for teachers desiring to incorporate literacy and cultural contexts into mathematics to create engaging and meaningful experiences for students.