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ERIC Number: EJ1122187
Record Type: Journal
Publication Date: 2016-Dec
Pages: 7
Abstractor: ERIC
ISSN: ISSN-0025-5769
Mathematical Modeling in the High School Curriculum
Hernández, Maria L.; Levy, Rachel; Felton-Koestler, Mathew D.; Zbiek, Rose Mary
Mathematics Teacher, v110 n5 p336-342 Dec 2016
In 2015, mathematics leaders and instructors from the Society for Industrial and Applied Mathematics (SIAM) and the Consortium for Mathematics and Its Applications (COMAP), with input from NCTM, came together to write the "Guidelines for Assessment and Instruction in Mathematical Modeling Education" (GAIMME) report as a resource for teachers who want to incorporate the practice of mathematical modeling in their classrooms. The GAIMME report, which can be downloaded for free (, provides insight into the modeling process, what mathematical modeling looks like across the grades, the role of the teacher, and how to assess students' modeling processes. The GAIMME report provides a sense of what mathematical modeling is and is not, as well as practical advice on how to teach modeling through the grade levels. It is consistent with but not limited to how the Common Core (CCSSI 2010) includes modeling as one of the Standards for Mathematical Practice that are meant to span kindergarten through grade 12. The GAIMME authors demonstrate the importance of mathematical modeling and how and why it should be an essential part of every student's mathematics experience throughout their education. This article, written by members of a joint committee between NCTM and SIAM, serves as an introduction to the GAIMME report and offers information on how to incorporate modeling into the high school mathematics classroom.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A