Fifth-grade Students’ Quantitative Modeling in a STEM Investigation

Abstract

AbstractFifth-grade students applied quantitative reasoning in exploring the flow times of three simulated lavas of different viscosities down the slope of a hand-made volcano. After modeling the lava flow times for 6 km down the volcano slope, students used their quantitative models to predict the evacuation times for villagers living 10 km down. Reported are how students structured and represented their data in model creation, how they applied their knowledge of viscosity in identifying variation and covariation displayed in their models, and how they applied quantitative reasoning in making predictions from their models. Students’ quantitative models included graph forms not formally taught at their grade level, including ordered case value, stacked bar, and line graphs. Models comprising ordered case value and line graphs appeared to facilitate students’ detection and interpretation of covariation between lava viscosity and flow time. Although there was some difficulty in explicating a global view of covariation, students could identify the variation in the viscosity and time separately. Linking their knowledge of viscosity with lava flow times suggested at least an implicit understanding of covariation, and illustrated a reciprocal relationship between mathematics and science. In making predictions about evacuation times, students applied both quantitative interpretation and quantitative literacy (Mayes, 2019), together with their understanding of viscosity and their contextual knowledge of volcanoes. Students’ diverse applications of quantitative reasoning were not anticipated, especially since they were not given any particular directions. In expressing the certainty of their predictions, students referred to viscosity and lava flow rates, the dimensions of the volcano, and environmental factors.