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Models and Modeling
Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
  • Corey Brady, Northwestern University
  • Hyunyi Jung, Marquette University
  • Cheryl Eames, Southern Illinois University Edwardsville
Document Type
Conference Proceeding
Language
eng
Publication Date
1-1-2015
Publisher
Michigan State University
Abstract

Modeling has recently received much attention as the Common Core State Standards have included it as one of eight core mathematical practices. The Models and Modeling Working Group builds on a long history of collaboration among researchers studying models and modeling. This year’s session will focus on building capacity within the broad community of researchers who are interested in theoretical and practical perspectives related to models and modeling. We will begin by engaging with a modeling activity and some closely related materials. This experience will serve to ground our discussions and provide a concrete common reference for participants. We will also draw the group’s attention to a new resource: a course-sized repository of such materials, intended to support studies of learning in the areas of data modeling, statistics, and quantification. Next, we will break out into interest groups to discuss research questions and agendas that can make use of available resources and foster cross-institutional collaboration. We will close by sharing these questions and articulating plans for the coming year.

Comments

Published version. Published as part of Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education 2015: 1394-1403. Permalink. © 2015 The Authors. Used with permission.

Hyunyi Jung was affiliated with Purdue University at the time of publication.

Citation Information
Corey Brady, Hyunyi Jung and Cheryl Eames. "Models and Modeling" Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2015) ISSN: 978-0-692-54039-8
Available at: http://works.bepress.com/hyunyi-jung/6/