The choice and context of authentic problems—such as designing a staircase or a soda can—illustrate the modeling process in several stages.

Contributor Notes

Dung Tran, dtran@ncsu.edu, formerly a lecturer in the mathematics department at hue University, Vietnam, is a postdoctoral research associate in mathematics education at North carolina state University. he is interested in modeling, statistics education, learning trajectories, and curriculum development.

Barbara J. Dougherty, doughertyb@missouri.edu, holds the richard G. Miller endowed chair for Mathematics education at the University of Missouri. her research interests are related to the development of algebraic concepts and skills.

(Corresponding author is Tran dtran@ncsu.edu)(Corresponding author is Dougherty doughertyb@missouri.edu)
The Mathematics Teacher

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