MODELING MATHEMATICAL LITERACY IN CLASSROOM

ABSTRACT

Modeling of new problems is at the heart of mathematical literacy, because many situations that arise in adult life and work cannot be predicted, let alone taught at school/college level. There are now plenty of examples of the successful teaching of modeling at all levels – yet it is to be found in few classrooms. How can every mathematics teacher be brought to teaching modeling reasonably effectively? This paper discusses how progress may be made, illustrating it with examples of “thinking with mathematics” about everyday life problems of concern to most citizens. It discusses the role that curriculum materials, professional development and various kinds of assessment may play, together with the challenges at system level. There are some reasons to be optimistic.

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