id: 06254667
dt: j
an: 2014b.00345
au: Leong, Ronny Kwan Eu
ti: Assessment of mathematical modeling.
so: J. Math. Educ. Teach. Coll. 3, No. 1, 61-65 (2012).
py: 2012
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: D60 M10
ut: mathematical model building; educational diagnosis; achievement
measurement; analysis of learning outcomes; assessing competency;
common core state standards for mathematics; modelling cycle; modeling
tasks; rubrics; affective variables; motivation; self concept; student
attitudes
ci:
li: http://journals.tc-library.org/index.php/matheducation/article/view/797
ab: Summary: Modeling is now being given prominence as one of the six high
school subject areas in the standards for mathematical content in the
common core state standards for mathematics (CCSSM). The CCSSM document
suggests that mathematical modeling should not be taught as an isolated
topic but instead should be employed along with other topics. The
essence of a modeling problem is constructing a mathematical model for
the situation at hand. Assessing mathematical modeling is a new field
that requires more study. Developing more tools and ideas to assess
modeling tasks is essential and beneficial for mathematics teachers.
Rubrics that assess the modeling process are a good beginning in
finding suitable methods of assessing mathematical modeling. This
article provides two methods for assessing modeling tasks. The first is
a scoring rubric that is based on the process of CCSSMâ€™s modeling
cycle while the second instrument intends to assess the affective
domain of mathematical modeling.
rv: