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Development in Mathematical Modeling

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Exploring Mathematical Modeling with Young Learners

Part of the book series: Early Mathematics Learning and Development ((EMLD))

Abstract

The chapters in this section represent noteworthy steps in a research agenda with implications far beyond traditional conceptions of models and modeling, addressing key questions such as: How does the K-12 mathematics curriculum need to adapt to prepare students for the rapidly changing nature of “mathematical thinking” outside of school? What does it mean to “understand” the most important “big ideas” in elementary (K-16) mathematics? How do these ideas and understandings develop? How can these developments be documented and assessed, in their earliest manifestations? How can assessments of students’ most important conceptual achievements be based on operational definitions that do not simply reduce them to checklists of factual and procedural knowledge? Our goal here is to briefly describe how these chapters are situated within this larger context.

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Authors and Affiliations

  1. Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN, USA

    Corey Brady

  2. School of Education (Emeritus), Indiana University, Bloomington, IN, USA

    Richard Lesh

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  1. Corey Brady
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  2. Richard Lesh
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Correspondence to Corey Brady .

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Editors and Affiliations

  1. College of Education and Human Development, George Mason University, Fairfax, VA, USA

    Jennifer M. Suh

  2. Department of Mathematical Sciences, Montana State University, Bozeman, MT, USA

    Megan H. Wickstrom

  3. Queensland University of Technology, Brisbane, QLD, Australia

    Lyn D. English

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Brady, C., Lesh, R. (2021). Development in Mathematical Modeling. In: Suh, J.M., Wickstrom, M.H., English, L.D. (eds) Exploring Mathematical Modeling with Young Learners. Early Mathematics Learning and Development. Springer, Cham. https://doi.org/10.1007/978-3-030-63900-6_5

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  • DOI: https://doi.org/10.1007/978-3-030-63900-6_5

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