The Footprint Problem: A Pathway to Modeling
By exploring an open-ended investigation involving proportional reasoning, students were able to walk through both problem solving and modeling.
Contributor Notes
Kara L. Imm, karaimm@gmail.com, a former middle school teacher, is a K–12 teacher educator based in New York. A staff developer for Math in the City (City College) for almost a decade, she also works closely with The Urban Assembly and Math for America. She is currently a doctoral student in Urban Education at the Graduate Center, City University of New York (CUNY).
Meredith D. Lorber, meredithlorber@gmail.com, teaches sixth-grade mathematics at Arts & Letters Middle School in Brooklyn, New York. She is interested in the way that students construct their own understandings of math through investigation and proof.
