Theses Doctoral

Developing Perspectives of Mathematical Modeling: A Qualitative Case Study of Two Teachers

Sanfratello, Andrew M.

The new mathematical modeling standard found in the Common Core State Standards for Mathematics in 2010 immediately created a gap between teachers’ knowledge and the new curriculum. Mathematical modeling is a way of doing mathematics with which many teachers are not familiar. The trilogy of Teachers College Mathematical Modeling Handbooks (Handbooks) were created with this in mind and made to be used as a tool for teachers of mathematical modeling. This study utilized a professional development program to determine teachers’ perceptions of these Handbooks.
This study used the qualitative case study approach with two active middle school teachers. Data were collected through researcher observations, journal entries of the two participants, and exit interviews. The data from this study show the two teachers found creating and working on their own models was the most useful activity in preparing to teach mathematical modeling. The teachers also reported positive perceptions toward reading background literature and being provided time to adapt the lesson modules from the Handbooks for their own classrooms. While the teachers did not utilize the theoretical structure provided in the third Handbook, they found the Handbooks, overall, to be an effective tool.


  • thumnail for Sanfratello_columbia_0054D_12864.pdf Sanfratello_columbia_0054D_12864.pdf application/pdf 7.54 MB Download File

More About This Work

Academic Units
Mathematics Education
Thesis Advisors
Vogeli, Bruce R.
Ph.D., Columbia University
Published Here
September 16, 2015