Making the Most of Modeling Tasks

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Most mathematics curricula include contextual problems, but not all these problems have the same potential as modeling tasks. The authors describe how to select tasks that give students opportunities to use modeling.

Footnotes

Edited by Nina Sudnick, a math coach at West Elementary School in Athens, Ohio. Quick Reads editors Jessica Cohen, jessica.cohen@wwu.edu, Western Washington University, Bellingham Alessandra King, alessandra.king@holtonarms. edu, Holton-Arms School, Bethesda, Maryland. Submit manuscripts through http://mtms.msubmit.net.

Contributor Notes

Jamie L. Wernet, jwernet@lansingchristianschool.org, teaches middle school mathematics at Lansing Christian Schools in Lansing, Michigan. She loves algebra and is interested in the ways that contextual tasks can support student engagement.

Kevin A. Lawrence, kevlawr@msu.edu, and Nicholas J. Gilbertson, gilbe197@msu.edu, are doctoral candidates in Michigan State University's mathematics education program. They are also former secondary mathematics teachers. Lawrence is particularly interested in technology use in mathematics classrooms, and Gilbertson is interested in supporting teachers in inquiry-oriented instruction, including facilitating problembased classroom discussions.

(Corresponding author is Wernet jwernet@lansingchristianschool.org)(Corresponding author is Lawrence kevlawr@msu.edu)(Corresponding author is Gilbertson gilbe197@msu.edu)
Mathematics Teaching in the Middle School

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