Projects: Developing Modelers and Modeling Opportunities: The Stepping Stones Project

1997 ◽  
Vol 90 (8) ◽  
pp. 686-688
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Real World ◽  
Mathematical Knowledge ◽  
School Mathematics ◽  
Stepping Stones ◽  
Evaluation Standards ◽  
The Real ◽  
World Modeling

Mathematical modeling is an emerging theme in mathematics education. In addition to giving students a knowledge of the applications of mathematics and a process for applying mathematics in the “real” world, modeling offers teachers an excellent vehicle for introducing and developing students' mathematical knowledge. For these reasons, modeling occupies a prominent place in the recommendations of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

Building Mathematical Models of Simple Harmonic and Damped Motion

1995 ◽  
Vol 88 (1) ◽  
pp. 18-22
Author(s):  
Thomas Edwards
Keyword(s):  
Mathematical Modeling ◽  
Mathematical Models ◽  
Real World ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The Real ◽  
Mathematical Representations ◽  
Real World Problems

Given the recent public mania over bungee jumping, stimulating students' interest in a model of that situation should be an easy “leap.” Students should investigate the connections among various mathematical representations and their relationships to applications in the real world, asserts the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Mathematical modeling of real-world problems can make such connections more natural for students, the standards document further indicates. Moreover, explorations of periodic real-world phenomena by all students, as well as the modeling of such phenomena by college-intending students, is called for by Standard 9: Trigonometry.

scholarly journals Developing purposeful mathematical thinking: a curious tale of apple trees

2012 ◽  
Vol 6 (3) ◽  
pp. 85-103
Author(s):  
Janet Ainley
Keyword(s):  
Mathematics Education ◽  
Real World ◽  
Mathematical Thinking ◽  
Task Design ◽  
Mathematical Understanding ◽  
School Mathematics ◽  
Apple Trees ◽  
The Real

In this paper I explore aspects of the ways in which school mathematics relates to the “real” world, and argue that this relationship is an uneasy one. Through exploring the causes of this unease, I aim to expose some problems in the ways in which context is used within mathematics education, and argue that the use of context does not ensure that the purposes of mathematics are made transparent. I present and discuss a framework for task design that adopts a different perspective on mathematical understanding, and on purposeful mathematical thinking. Desarrollo de un pensamiento matemático intencionado: un relato curioso de manzanos En este artículo exploro aspectos de las maneras en que las matemáticas escolares se relacionan con el mundo “real” y argumento que esta relación es preocupante. Al explorar las causas de esta preocupación, me propongo exponer algunos problemas que surgen de las formas en que se usa el contexto en Educación Matemática y argumento que el uso del contexto no asegura la transparencia de los propósitos de las matemáticas. Presento y discuto un esquema para el diseño de tareas que adopta una perspectiva diferente sobre la comprensión de las matemáticas y el pensamiento matemático intencionado.Handle: http://hdl.handle.net/10481/19524

News from the Net: Aunty Math's Challenges for Kids

1999 ◽  
Vol 5 (7) ◽  
pp. 420
Author(s):  
Beth Lazerick
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Web Site ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The Real ◽  
Problem Solving Strategies ◽  
The Web

Aunty Math, for students and their teachers, is a terrific site that emphasizes problem-solving strategies listed in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). The site is designed for children; the layout is easy to use, and the graphics are inviting. Aunty Math's problems, called “challenges,” are set in stories about Aunty Math's nephews and niece. The real Aunty Math behind the Web site is an experienced, awardwinning teacher who is very involved in mathematics education.

The Cevian Problem

1998 ◽  
Vol 91 (5) ◽  
pp. 388-392
Author(s):  
Duane W. DeTemple ◽  
Marjorie Ann Fitting
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Multiple Representations ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The Real

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) challenges the teacher to shift away from memorization and set procedures. Instead, teachers should emphasize developing flexible strategies of problem solving, finding multiple representations, and making connections to other areas of mathematics and to the real world. The cevian problem presented here illustrates how to implement this shift of emphasis.

Mathematics in Baseball

1993 ◽  
Vol 86 (4) ◽  
pp. 336-342
Author(s):  
Michael T. Battista
Keyword(s):  
Real World ◽  
Mathematical Knowledge ◽  
School Mathematics ◽  
Mathematics Students ◽  
Instructional Approach ◽  
Mathematical Skills ◽  
The Real ◽  
The World ◽  
Intuitive Sense

In the traditional instructional approach to school mathematics, students Jearn and practice a series of separate mathematical skills, then perhaps use them to solve simple, usually unrealistic, application problems. This approach has produced students whose mathematical knowledge is not only unconnected to the real world but unconnected within itself. Students seldom make intuitive sense out of mathematics approached this way. It is no wonder that they do not believe that mathematics can help them make sense of the world around them and are always asking, “When are we ever going to use this?”

Implementing the Curriculum and Evaluation Standards: What Will Implementation Take?

1991 ◽  
Vol 84 (6) ◽  
pp. 442-478
Author(s):  
Ruth E. Parker
Keyword(s):  
Real World ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
The Real ◽  
Short Answer ◽  
Mathematics Educators ◽  
Mathematics Student ◽  
History Of ◽  
Culture Of School

A long history of traditions has grown up around what is meant by a good mathematics teacher and a good mathematics student. As many educators recognize, however, those traditions have little in common with mathematics in the world of the 1990s. Mathematics as it is used in the real world is not about the memorization of theorems or rote procedures for getting right answers. It is not about performing well on multiplechoice or short-answer tests under time constraints. “At the heart of mathematics is the search for sense and meaning, order and predictability. Mathematics is the study of patterns and relationships” (Richardson and Salkeld, in press). The challenge for mathematics educators is to align the culture of school mathematics with the culture of mathematics in the real world. With its publication of the Curriculum and Evaluation S tandards for School Mathematics (1989), the National Council of Teachers of Mathematics (NCTM) established the direction for such mathematics reform.

Call for Manuscripts for the 2015 Focus Issue: Mathematical Modeling

2013 ◽  
Vol 18 (9) ◽  
pp. 571
Keyword(s):  
Mathematical Modeling ◽  
Mathematical Models ◽  
Real World ◽  
The Real

This call for manuscripts is requesting articles that address how to use mathematical models to analyze, predict, and resolve issues arising in the real world.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

One Point of View: Reclaiming School Mathematics

1990 ◽  
Vol 37 (8) ◽  
pp. 4-5
Author(s):  
Portia Elliott
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Design Change

The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

Using Logic Activities to Produce a Class Constitution

1992 ◽  
Vol 40 (3) ◽  
pp. 174-176
Author(s):  
Susan Strand Monchamp
Keyword(s):  
Real World ◽  
Evaluation Standards ◽  
The Real ◽  
Mathematical Connections ◽  
Relationship Of ◽  
The Relationship

One of my major goals in mathematics is to have my student understand the relationship of mathematics to the real world. To this end, we begin the year in my first-gradeclass by doing a series of logic activities that lead to the production of our class constitution. The activities reflect three of the NCTM' curriculum and evaluation standards—Mathematics a Communication, Mathematics as Reasoning, and Mathematical Connections (NCTM 1989).

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