ERIC Number: EJ1105977
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Striking a Balance: Students' Tendencies to Oversimplify or Overcomplicate in Mathematical Modeling
Gould, Heather; Wasserman, Nicholas H.
Journal of Mathematics Education at Teachers College, v5 n1 p27-34 Spr-Sum 2014
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.
Descriptors: Mathematical Models, Common Core State Standards, Mathematics Education, Curriculum Implementation, Science Projects, Science Process Skills, Learning Processes, Middle School Students, Educational Practices, Educational Strategies
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A