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: