Five different perspectives on mathematical modeling in mathematics education

Abassian, Aline; Safi, Farshid; Bush, Sarah B.; Bostic, Jonathan D.

doi:10.1080/19477503.2019.1595360

Cited by 74 publications

(60 citation statements)

References 31 publications

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“…Modeling‐eliciting activities (MEAs) are rich tasks that support students to consider and reflect upon real‐world problems or issues and make connections between topics within and across content areas (Abassian et al., 2020; COMAP, 2019; Lesh & Zawojewski, 2007). MEAs are problems, not exercises, which make them differ from many of the tasks that students experience in classrooms every day (Abassian et al., 2020; COMAP, 2019; English, 2009). A problem is a task that requires critical thinking because: (a) the solution strategy is unclear to the individual, (b) the solution and number of solutions is uncertain, and (c) may be solved in more than one way (Schoenfeld, 2011).…”

Section: Background and Conceptual Framesmentioning

confidence: 99%

“…MEAs draw upon a problem‐solving cycle that encourages individuals to: (1) read the problem, (2) construct a means to solve the problem, (3) execute a strategy and reflect upon its result, (4) consider alternative ways to solve the problem, explore those ways, and compare whether the new result is better or worse in some fashion than the previous result, and when the problem solver is satisfied with the result—report the answer within the original problem's context (COMAP, 2019; Crismond & Adams, 2012; Cunningham & Kelly, 2017; Lesh & Harel, 2003). This modeling cycle is unique from other thinking that students might use with other mathematical tasks (Abassian et al., 2020; COMAP, 2019). MEAs and modeling‐focused tasks do not necessarily have one or more correct answers; however, answers can be better or worse than others for reasons such as the solution is more or less effectively grounded in the real‐world context, limitations, and assumptions used while problem solving may or may not have been fully realized (Clement, 2000; COMAP, 2019).…”

Section: Background and Conceptual Framesmentioning

confidence: 99%

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A design process for developing agricultural life science‐focused model eliciting activities

Bostic

Clark

et al. 2020

School Sci & Mathematics

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INTRODUCTION Agricultural literacy, inclusive of technology, science, and human dimensions, involves civic, cultural, and economic understandings (Knobloch et al., 2007; Meischen & Trexler, 2003). Organizations such as the National Center for Agricultural Literacy (NCAL, 2013) have emphasized the importance of agricultural literacy in the K-12 classrooms, moving past narratives of farming to a more national global perspective of conservation and humanitarian issues (Hess & Trexler, 2011; Trexler et al., 2013). The NCAL defines meaningful agricultural life science (AgLS) topics through five key topics: (1) agriculture and the environment, (2) culture, society, economy, and geography, (3) food, health, and lifestyle, (4) plants and animals for food, fiber, and energy, and (5) science, technology, engineering, and math. However, classroom implementation of complex socio-scientific issues is challenging, particularly at the elementary level (Sadler & Zeidler, 2005) where teachers might struggle to glean what foundational knowledge young students have. One potential avenue for growing student resources and understandings of complex AgLS topics is the use of Model-Eliciting Activities (MEAs; Lesh et al., 2000). Aligned with both Common Core State Standards Initiative ([CCSSI]; 2010) and Next Generation Science Standards ([NGSS]; 2013), MEAs are important mathematical tasks that promote reasoning, sensemaking, problem solving, and content learning (Consortium for Mathematics and its Applications

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Section: Background and Conceptual Framesmentioning

confidence: 99%

Section: Background and Conceptual Framesmentioning

confidence: 99%

A design process for developing agricultural life science‐focused model eliciting activities

Bostic

Clark

et al. 2020

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…This perspective describes mathematical modeling as a mathematical representation of a proposed real‐world situation (Barbosa, ). As such, research within this perspective focuses on how students apply mathematics to critically make sense of a real‐world situation (Abassian et al, ; Ferri, ).…”

Section: Mathematical Modelingmentioning

confidence: 99%

“…The process of using mathematics to solve and understand real-world problems has come to be known by some as mathematical modeling (Abassian, Safi, Bush, & Bostic, 2020;Niss et al, 2007;Pollak, 2016;Zbiek & Conner, 2006). The idea of modeling as representing real-world situations has been a central focus of mathematics education since the 1960s (Barbosa, 2006).…”

Section: Mathematical Modelingmentioning

confidence: 99%

Moving toward shared realities through empathy in mathematical modeling: An ecological systems theory approach

Edelen

Bush

Simpson

et al. 2020

School Sci & Mathematics

Self Cite

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The mathematics education community has routinely called for mathematics tasks to be connected to the real world. However, accomplishing this in ways that are relevant to students’ lived experiences can be challenging. Meanwhile, mathematical modeling has gained traction as a way for students to learn mathematics through real‐world connections. In an open problem to the mathematics education community, this paper explores connections between the mathematical modeling and the nature of what is considered relevant to students. The role of empathy is discussed as a proposed component for consideration within mathematical modeling so that students can further relate to real‐world contexts as examined through the lens of Ecological Systems Theory. This is contextualized through a classroom‐tested example entitled “Tiny Homes as a Solution to Homelessness” followed by implications and conclusions as they relate to mathematics education.

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“…In this article, one family in need is used as a context for students to make sense of minimum wage and homelessness. If interested in learning more about the different perspectives of mathematical modeling, see Abassian and colleagues (). For more discussion on mathematical modeling for students specifically focusing on social justice, see Cirillo, Bartell, and Wager ().…”

Section: Additional Resourcesmentioning

confidence: 99%