Making the Most of Modeling Tasks

Autor/inn/en	Wernet, Jamie L.; Lawrence, Kevin A.; Gilbertson, Nicholas J.
Titel	Making the Most of Modeling Tasks
Quelle	In: Mathematics Teaching in the Middle School, 21 (2015) 5, S.303-307 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Middle School Students; Secondary School Mathematics; Mathematics Instruction; Mathematical Models; Problem Solving; Mathematical Concepts; Mathematics Skills; Common Core State Standards; Task Analysis; Mathematics Activities + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Common core curriculum; Curriculum; Kerncurriculum; Aufgabenanalyse
Abstract	While there is disagreement among mathematics educators about some aspects of its meaning, mathematical modeling generally involves taking a real-world scenario and translating it into the mathematical world (Niss, Blum, and Galbraith 2007). The complete modeling process involves describing situations posed in problems with mathematical concepts, relationships, diagrams, and symbolic expressions; manipulating and reasoning about those representations to derive new information; making predictions based on the results; and verifying predictions in the original problem situation (Lesh and Doerr 2003; Lesh and Zawojewski 2007). During the process of modeling, students apply what they already know as well as build and deepen their mathematical understanding of new mathematical content. For these reasons, modeling is important, which may be why the Common Core State Standards for Mathematics (CCSSI 2010) emphasizes the topic as not only a conceptual category in the high school curriculum but also a Standard for Mathematical Practice. As such, mathematical modeling should be part of mathematics learning, starting in the early grades. This implies that modeling is not an area of mathematics to be taught in isolation, but one that should permeate across content in the curriculum for all grades. In this article the authors consider the opportunities that students have to engage in tasks that strongly support modeling practices as well as those in which modeling is less visible. They describe examples of two types of tasks from existing curricula and online resources to illustrate their potential for supporting students in their modeling endeavors. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01