id: 06322588
dt: j
an: 2014e.00791
au: Sole, Marla
ti: A primer for mathematical modeling.
so: J. Math. Educ. Teach. Coll. 4, No. 2, 44-49 (2013).
py: 2013
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: M10 D30
ut: common core state standards; curricular reform; mathematical model
building; professional development; problem solving; teacher education;
mathematical model; definition; real-life mathematics; student
activities; mathematical applications
ci:
li: http://journals.tc-library.org/index.php/matheducation/article/view/943/588
ab: Summary: With the implementation of the National Council of Teachers of
Mathematics recommendations and the adoption of the common core state
standards for mathematics, modeling has moved to the forefront of K-12
education. Modeling activities not only reinforce purposeful
problem-solving skills, they also connect the mathematics students
learn in school with the mathematics they will use outside of school.
Instructors have found mathematical modeling difficult to teach. To
successfully incorporate modeling activities I belive that curricular
changes should be accompanied by professional development for
curriculum developers, classroom teachers, and higher educational
professional. This article serves as an introduction to modelling by
defining mathematical modelling, outlining the steps to construct a
model, and providing an example that illustrates the iterative
non-linear process. Key to teaching modeling is the ability to
understand how the modeling process differs from problem-solving
activities, which this article discusses. This article describes the
benefits and challenges of incorporating mathematical models. The
overarching aim of this article is to serve as a primer to aid with the
implementation of curricular reforms that call for an increased focus
on modeling activities.
rv: