Mathematical modeling is a cyclical process in which mathematics is used to represent, explore, and better understand real-world situations by mathematizing a problem and validating the results. Unlike traditional word problems, modeling tasks require learners to make assumptions, define quantities, apply mathematics, interpret results, and revise solutions within authentic contexts. Mathematical modeling is increasingly recognized as essential in mathematics education, highlighted in standards such as the Common Core State Standards for Mathematics through mathematical practice 4 (MP4): model with mathematics. This entry explores the evolving landscape of mathematical modeling education. First, it reviews the diverse conceptions of modeling and the various frameworks used to describe the modeling process, including distinctions between holistic and atomistic approaches. Second, it examines the current state of research, including the documented benefits of modeling for student engagement and access, as well as the challenges teachers face in enacting modeling tasks. Finally, the entry discusses implications for future research and practice, emphasizing the need for targeted teacher preparation and continued theoretical refinement to better support the integration of modeling into mathematics instruction.
Taite et al. (Thu,) studied this question.