id: 06514414 dt: j an: 2016a.00904 au: Usiskin, Zalman ti: Mathematical modeling and pure mathematics. so: Math. Teach. Middle Sch. 20, No. 8, 476-482 (2015). py: 2015 pu: National Council of Teachers of Mathematics (NCTM), Reston, VA la: EN cc: M10 M90 D50 ut: mathematical modeling; problem solving; real-life problems ci: li: http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2015/Vol20/Issue8/Mathematical-Modeling-and-Pure-Mathematics/ ab: Summary: Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in mathematics classrooms. The five steps in the modeling process are nicely described in the Common Core State Standards for Mathematics (CCSSM) in the second half of the fourth Standard for Mathematical Practice. These five steps can be shortened to the following: (1) Choose the real problem; (2) Find a mathematical model for the simplified problem; (3) Solve the problem that is the mathematical model; (4) Translate the solution back into the real-world situation; and (5) Check whether the solution is feasible; if not, go back to step (1) or step (2). The three examples of mathematical modeling situations presented here all involve statistical ideas ‒ even though statistics are never mentioned. (ERIC) rv: