Considering Context

Over the last twenty years, educators have consistently argued for increased emphasis on mathematical modeling in the classroom (MSEB, 1990; Blum & Niss, 1991; MAA 2003). In numerous studies, including Verschaffel & DeCorte (1997) and Kaiser-Messmer (1986), students and teachers have reported enjoying mathematical modeling tasks, and their motivation for learning mathematics has been positively affected. One of the primary reasons for so dramatic an impact on students is that mathematical modeling activity initiates in a contextual setting. As a result, the role of context is critical in planning any modeling activity, and an examination of that factor is the focus of this article.