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Article
Do Social Justice Contexts Matter in Mathematical Modeling?: Modeling Problem Analysis
New England Mathematics Journal
  • Ji Yeong I, Iowa State University
  • Ji-Won Son, University of Buffalo
  • Hyunyi Jung, Marquette University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2018
Abstract

Since the Common Core State Standards for Mathematics (CCSSM; NGA Center for Best Practices & CCSSO, 2010) include modeling as one of the eight Standards for Mathematical Practices for all grades but also as important conceptual category in high school mathematics, there have been a spotlight on mathematical modeling and demand for teachers to deliberately integrate modeling tasks in mathematics classrooms. One of the efforts to integrate modeling in mathematical curricula is including modeling problems in textbooks. It is necessary to examine if these attempts are adequately made in mathematical curricula (Meyer, 2015).

Comments

This article is published as I,J.Y., Son, J., Jung, H., Do Social Justice Contexts Matter in Mathematical Modeling?: Modeling Problem Analysis. New England Mathematics Journal. 2018, Li(1). Posted with permission.

Copyright Owner
New England Mathematics Journal
Language
en
File Format
application/pdf
Citation Information
Ji Yeong I, Ji-Won Son and Hyunyi Jung. "Do Social Justice Contexts Matter in Mathematical Modeling?: Modeling Problem Analysis" New England Mathematics Journal Vol. LI Iss. 1 (2018)
Available at: http://works.bepress.com/hyunyi-jung/28/