Keywords

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Aim and Rationale

In recent years, achieving mathematics proficiency has received notable attention [RAND 2003; National Research Council (NRC) 2001] What useful, appropriate, practical, and effective strategies can be developed and used to enhance student proficiency in mathematics is still a puzzle to mathematics educators. This urgent need becomes a challenging task for mathematics educators seeking research-based strategies to support classroom teachers to enhance their teaching leading to student proficiency.

The Mathematical Modeling is a research-based teaching model (Lesh and Zawojewski 2007; Niss et al. 1991) that builds conceptual understanding and problem solving skills. The mathematical modeling also reflects the core components of proficiency defined by research studies (Hill and Ball 2004; NRC 2001; RAND 2003)—conceptual understanding, computational skills, problem solving, mathematical reasoning, and mathematical disposition.

Key Questions

The following five broad areas frame the territory of the discussion.

  • What is Mathematics Modeling? Why Mathematics Medeling?

  • What is the relationship between mathematical modeling and mathematical proficiency? What does role of Mathematics Modeling play in teaching and learning mathematics for K-12 students?

  • How is mathematical modeling used in primary school?

  • How is mathematical modeling used in secondary school?

  • What are the challenges and issues of mathematical modeling in teacher professional development?