AuthorBeen, Amy L.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractAs mathematical modeling gains popularity in K-12 classrooms, it is important to define what this entails for both students and teachers. The following study reviews various definitions of mathematical modeling and how these definitions are relevant for middle grades (5-9) teachers. Following a professional development workshop on mathematical modeling, four middle school teachers expressed their views about teaching mathematics through modeling tasks. This study documents the teachers' perceptions of what it means to model with mathematics, which tasks are most appropriate for their students, and why this is important in each of their classrooms. Although the teachers varied in their views depending on the context and circumstances surrounding each modeling task, they agreed that mathematical modeling helps students build critical thinking skills and provides an opportunity to align mathematics concepts with engaging, realistic phenomena.
Degree ProgramGraduate College