Mathematical Modeling Handbook III: Lesson Paradigms

The authors of Handbook III approached the planning of mathematical modeling lessons with a broader brush than is customary for more commonplace topics from algebra and geometry. Traditional planning templates may be ill-suited to modeling instruction since the same modeling topic could be approached from many directions depending upon the capabilities of the students and the knowledge of the teacher. For example, the module entitled Unstable Table could be approached from an experimental standpoint with an actual table on an uneven floor or from a sophisticated, three dimensional geometric point of view.

TABLE OF CONTENTS

PREFACE 
Mathematical Modeling Handbook Ill 
Bruce R. Vogeli, Editor 

INTRODUCTION 
Mathematical Modeling Lesson Planning, Philosophy, and Execution 
Rita Borromeo Ferri, University of Kassel, Germany 

THE DIFFERENTIATED STUDENT SOPHISTICATION PARADIGM 
A Novice-Apprentice-Skilled-Expert Scale of Modeling Competency
Andrew Sanfratello, Borough of Manhattan Community College 

1. For the Birds
2. OnSafari
3. A Tour of Jaffa
4. Water Down the Drain

THE EXTERNAL INFORMATION SOURCES PARADIGM 
Employing Real-World Resources to Teach Mathematical Modeling
Christopher J. Huson, Bronx Early College Academy

5. Narrow Corridor
6. Sunken Treasure
7. Bending Steel
8. Sunrise, Sunset

THE EXPERIMENTAL APPROACH PARADIGM 
Cultivating Student and Teacher Creativity in Mathematical Modeling
Luke Rawlings, City College of New York 

9. Unstable Table
10. Estimating Temperatures
11. Packer's Puzzle 
12. Prescient Grading

ABOUT THE AUTHORS