Mathematical Modeling and Teaching Using Contexts in K-12: A Bibliography and Resource Guide
Department of Mathematics
York College (CUNY)
Jamaica, NY 11451
Email: email@example.com (for additions, suggestions, and corrections)
Organizations with Resource Materials
NCTM (National Council Of Teachers of Mathematics)
Teaching Children Mathematics
Mathematics Teaching in Middle School
The Mathematics Teacher
regularly feature articles about teaching mathematics using contexts, mathematical modeling, and applications of mathematics which can be adapted for use by teachers at different grade levels.
COMAP (Consortium for Mathematics and Its Applications):
COMAP's journal Consortium has numerous articles about modeling issues including pullout lessons for teachers at different grade levels. COMAP also publishes the UMAP Journal which is devoted to mathematical modeling.
Research and Resource Literature:
Boaler, J. (2001). Mathematical Modeling and New Theories of Learning. Teaching Mathematics and its Applications, 20(3), 121-127.
Boaler, J. (1998) A Tale of Two Schools: Alternative Teaching Approaches and Situated Learning. in A. Watson (Ed) "Situated Cognition in Mathematics", Oxford: Oxford University Department of Educational Studies, pp. 83-92 .
Boaler, J. (1993) The Role of Contexts in the Mathematics Classroom: do they make mathematics more real? For The Learning of Mathematics, 13 (2) 12 - 17.
COMAP, For All Practical Purposes, W. H. Freeman, New York, (Editions 1-8), 1988-2006.
COMAP, Mathematics: Modeling Our World, Courses 1-3, South-western Educational Publishing, Cincinnati, 1998.
COMAP, Mathematics: Modeling Our World, Pre-Calculus, W.H. Freeman, New York, 2000.
Kenney, M. and C. Hirsh, Discrete Mathematics Across the Curriculum, K-12, 1991 Yearbook, NCTM, Reston, 1991.
Klamkin, M., (Ed.), Mathematical Modelling: Classroom Notes in Applied Mathematics, SIAM, Philadelphia, 1987.
Pollak, H., The Process of Applying Mathematics, in "A Sourcebook of Applications of School Mathematics," prepared by A Joint Committee of the MAA and the NCTM, .Reston, Va.: National Council of Teachers Of Mathematics, 1980, pp. 1-9.
This work was supported in part by the Teacher Academy of York College. Specific funding was provided by: FIPSE (46274-07 01) and the Fund for PS (72042-07 01) to the Teacher Academy of CUNY.