Mathematical Modeling:
The Core of CorePlus Mathematics
CorePlus Mathematics is
designed so that students engage in the modeling process and thus engage
in the mathematical behaviors identified in the CCSS Mathematical Practices
as the primary vehicle for learning the mathematics and statistics
elaborated in the CCSS content standards.
Prior to the era
of the Common Core State Standards for Mathematics, many mathematics
educators have encouraged learning mathematics through modeling of
problems. Problems that engage students in mathematical modeling have
the following features and benefits (Dewey, 1929, 1956; Hiebert, Carpenter,
Fennema, Fuson, Human, Murray, Olivier, & Wearne, 1996):
 Problems are identified
in context.
 Problems are studied
through active engagement.
 Conclusions are
reached as problems are (at least partially) resolved.
 The benefits lie
not only in the solutions to the problems, but the new relationships
that are discovered.
Mathematical modeling
in the CCSS for high school mathematics is a conceptual category and
is only in the mathematical practices. Although standards are not listed
for the mathematical modeling conceptual category, many of the content
standards are designated as modeling standards under the other five
conceptual categories.
The diagram below
describes the modeling process and the mathematical practices engaged
in during each phase of the process.
Process of Mathematical
Modeling
Connecting Mathematical Practices (MP) and Content Standards (CS) MP1
and MP4 are the overarching focal points of the entire process.
