********************************* Sent at the request of Jinfa Cai. ********************************* A Research Forum on
Mathematical Modeling in School Education: Mathematical, Cognitive, Curricular, Instructional, and Teacher Education Perspectives
Jinfa Cai, Michelle Cirillo, and John A. Pelesko, University of Delaware Rita Borromeo Ferri, Universität Kassel Marcelo Borba, Sao Paulo State University Vincent Geiger, Catholic University Gloria Stillman, Australian Catholic University Lyn D. English, Queensland U of Technology Geoff Wake, University of Nottingham Gabriele Kaiser, University of Hamburg OhNam Kwon, Seoul National University
ABOUT THE RESEARCH FORUM
The purpose of this Research Forum is to present and discuss five perspectives on research and practice in the teaching and learning of mathematical modeling in K-12 school mathematics classrooms and to engage participants in advancing our understanding of the teaching and learning of mathematical modeling.
In today's dynamic, digital society, mathematics is an integral and essential component of investigation in disciplines such as biology, medicine, the social sciences, business, advanced design, climate, finance, advanced materials, and many more. In each of these areas, this work demands an understanding of and facility with mathematical modeling to make sense of related phenomena. Mathematics education is beginning to reflect the increased emphasis of mathematical modeling. In fact, mathematical modeling has been explicitly included in national curriculum standards in various countries. For example, in the United States, real-world applications and modeling are recurring features throughout the Common Core State Standards for Mathematics.
In the past several decades, the mathematics education research community has made great efforts to study the issues related to the teaching and learning of mathematical modelling. Recent interest in mathematical modeling has been stimulated by OECD's PISA study, which assessed students' mathematical literacy, as well as the publication of the CCSSM in the United States. However, despite the increased interest in mathematical modeling, a large number of questions remain unanswered.. A substantial gap between the forefront of research and development in mathematics education, on the one hand, and the mainstream of mathematics instruction, on the other. Twenty years later, this gap still exists. The main goal of this forum is to help narrow this gap with respect to the important area of mathematical modeling. In particular, this Research Forum provides a venue for researchers around the world to present findings and discuss issues surrounding the teaching and learning of mathematical modeling from the following five perspectives: Mathematical, Cognitive, Curricular, Instructional, and Teacher Education Perspectives. In each perspective, we list a set of research questions to be discussed.
This Research Forum starts to address a set of research questions in each perspective. Through the presentations and discussion, we hope to present a state of the art about the research on mathematical modelling from each perspective.
After the conference, the organizers plan to develop a journal special issue and a book on the teaching and learning of mathematical modeling based on this Research Forum. We welcome all participants to contribute their ideas and papers.