Supporting Elementary Students to Develop Mathematical Models Within Design-Based Integrated Science and Mathematics Projects.

: This study explores how upper elementary students develop mathematical models within an integrated science and engineering unit. We collected and coded student explanations from two fifth-grade classrooms. Results indicate that students used mathematical reasoning to create mathematical models of science phenomena. However, some students struggled and instead created descriptive models. These findings highlight the role of mathematical concepts and reasoning associated with science processes in supporting mathematical modeling in upper elementary science instruction.