Students developing into modelers of mathematics is accepted as a goal in mathematics education. While modeling is more prominent in secondary grades, the argument has been made that elementary aged children are also capable of mathematical modeling. That is, they have the ability to translate an authentic, open-ended scenario from the real world into the world of mathematics, address the problem by developing models, and then translate their solutions back into the real world. If elementary students are to learn modeling, then teachers require the opportunity to become teachers of modeling. In this presentation, we consider mathematical modeling through the work of an ongoing NSF grant, EQ-STEMM, that focuses on developing teachers of modeling in elementary grades.
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