Abstract

In this multi-day, student-centered, active learning assignment; students will use mathematical ideas to view the classroom as one component of a larger closed and sustainable system. Students will construct a spatially accurate concept map depicting the socio-cultural relationships and systems within classrooms and locate the teaching role within a layered, multifaceted and ideally sustainable system. Students and faculty will assess student learning by pre and post tests with the first and final draft of the group-generated concept maps and written metacognitive self-reflection. Mathematical components include scale, spatial and proportional reasoning, set theory, and Venn diagrams. At the culmination of the lesson, students will engage in a metacognitive activity and develop a concept map of the multi- day lesson.