Teaching mathematical modelling: a framework to support teachers’ choice of resources

Abstract

Mathematics teachers are often keen to find ways of connecting mathematics with the real world. One way to do so is to teach mathematical modelling using real data. Mathematical models have two components: a model structure and parameters within that structure. Real data can be used in one of two ways for each component: (a) to validate what theory or context suggests or (b) to estimate from the data. It is crucial to understand the following: the implications of using data in these different ways, the differences between them, the implications for teaching and how this can influence students’ perceptions of the real-world relevance of mathematics. Inappropriately validating or estimating with data may unintentionally promote poor practice and (paradoxically) reinforce in students the incorrect idea that mathematics has no relevance to the real world. We recommend that teachers approach mathematical modelling through mathematizing the context. We suggest a framework to support teachers’ choice of modelling activities and demonstrate these using examples.