
06426609
j
2015c.00906
Gould, Heather
Wasserman, Nicholas H.
Striking a balance: students' tendencies to oversimplify or overcomplicate in mathematical modeling.
J. Math. Educ. Teach. Coll. 5, No. 1, 2734 (2014).
2014
Teachers College (TC), Columbia University, New York, NY
EN
M10
D30
mathematical model building
lower secondary
research
common core state standards for mathematics
reallife mathematics
oversimplification
overcomplication
teaching
student modeling process
making assumptions
mathematization
revision
elementary algebra
http://journals.tclibrary.org/index.php/matheducation/article/view/983/618
Summary: With the adoption of the Common Core State Standards for Mathematics (CCSSM), the process of mathematical modeling has been given increased attention in mathematics education. This article reports on a study intended to inform the implementation of modeling in classroom contexts by examining students' interactions with the process of creating mathematical models and analyzing the types of models so generated. Results indicate students' tendencies to oversimplify or overcomplicate the modeling process. Implications of the study are discussed, especially for understanding which aspects of the modeling cycle might be most helpful for teachers to focus on in order to develop students' modeling abilities.