Mathematical Modeling in the High School Curriculum

Ideas from the GAIMME report illustrate how teachers can engage students in the modeling process.

Contributor Notes

Maria L. HernÁndez, hernandez@ncssm.edu, is a high school mathematics teacher at Deerfield Academy, on leave from the North Carolina School of Science and Mathematics. She enjoys leading professional development workshops and sharing applications and math modeling problems that engage students as active learners.

Rachel Levy, levy@g.hmc.edu, is professor of mathematics and associate dean for faculty development at Harvey Mudd College and vice president for education for the Society for Industrial and Applied Mathematics. She is also co-principal investigator for the NSF-funded IMMERSION program, which delivers professional development in mathematical modeling for K–grade 8 teachers.

Mathew D. Felton-Koestler, felton@ohio.edu, is an assistant professor of mathematics education in the Department of Teacher Education at Ohio University, Athens, Ohio. He has taught mathematics content courses and methods courses for prospective and practicing teachers and focuses on integrating issues of equity and social justice into mathematics.

Rose Mary Zbiek, rzbiek@psu.edu, is a professor of mathematics education at Pennsylvania State University. Her current interests include tasks that blend opportunities for mathematical modeling with other expectations of school mathematics curricula.

(Corresponding author is HernÁndez hernandez@ncssm.edu)(Corresponding author is Levy levy@g.hmc.edu)(Corresponding author is Felton-Koestler felton@ohio.edu)(Corresponding author is Zbiek rzbiek@psu.edu)
The Mathematics Teacher

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