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It clarifies what mathematical modeling is and is not, then structures instruction across grade bands from early and middle grades through high school and undergraduate levels. The document explains how teaching and assessment should evolve, includes exemplary tasks illustrating the modeling cycle, and supports deeper exploration with appendix resources and modeling examples.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guidelines-for-assessment-instruction-in-mathematical-modeling-education-second-edition/499034/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guidelines-for-assessment-instruction-in-mathematical-modeling-education-second-edition/499034.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of GAIMME in mathematical modeling education?","Question",{"text":112,"@type":113},"It provides guidelines for teachers to incorporate mathematical modeling in classrooms, clarifying what modeling is and how it develops across grade levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document recommend using the chapters and grade-level sections?",{"text":117,"@type":113},"It advises that readers can start with the section “What is Mathematical Modeling?” and then proceed to the relevant grade-level chapter, while also encouraging cross-reading of preceding or subsequent sections.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of tasks does GAIMME include, and why?",{"text":121,"@type":113},"It includes exemplary tasks selected because they are interesting and important for students, exemplify components of the modeling cycle, and are doable by real students in real classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},499034,1791976354,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","GUIDELINES FOR ASSESSMENT & INSTRUCTION IN MATHEMATICAL MODELING EDUCATION  \nSECOND EDITION  \nCONSORTIUM FOR MATHEMATICS AND ITS APPLICATIONS (COMAP)  \nGAIMME IS FUNDED AND PUBLISHED JOINTLY BY:  \nConsortium for Mathematics and Its Applications COMAP, Inc.  \n175 Middlesex Turnpike, Suite 3B Bedford, MA 01730 USA  \ninfo@comap.com  \nSociety for Industrial and Applied Mathematics SIAM  \n3600 Market Street, 6th Floor Philadelphia, PA 19104 USA [service@siam.org](service@siam.org)  \nADDITIONAL SUPPORT AND COOPERATION PROVIDED BY:  \nNational Council of Teachers of Mathematics The Moody’s Foundation  \nWRITING TEAM:  \nWhat is Mathematical Modeling?: Karen Bliss*, Jessica Libertini  \nEarly and middle grades: Rachel Levy*, Rose Mary Zbiek, Ben Galluzzo, Mike Long, Kathy Matson  \nHigh school: Dan Teague*, Landy Godbold, Joe Malkevitch, Henk van der Kooij  \nUndergraduate: Frank Giordano*, Karen Bliss, Katie Kavanagh, Henry Pollak, Jessica Libertini  \nResources: Heather Gould  \nEditors: Sol Garfunkel*, Michelle Montgomery  \n* Lead writers  \nPRODUCTION:  \nSecond Edition: February 2019  \nPrinted and bound in the United States of America  \nNo part of this report maybe reproduced or stored in an online retrieval system or transmitted in any form or by any means without the prior written permission of the publishers. All rights reserved.  \nISBN: 978-1-611975-73-4  \neISBN: 978-1-611975-74-1  \nCONTENTS   \nPREFACE iii  \nCHAPTER 1 WHAT IS MATHEMATICAL MODELING? 7  \nCHAPTER 2 MATHEMATICAL MODELING IN THE EARLY AND MIDDLE GRADES:  \nPREKINDERGARTEN THROUGH GRADE 8 23  \nCHAPTER 3 MATHEMATICAL MODELING IN HIGH SCHOOL: GRADES 9 THROUGH 12 60  \nCHAPTER 4 MATHEMATICAL MODELING ATTHE UNDERGRADUATE LEVEL 86  \nCHAPTER 5 WHAT IS MATHEMATICAL MODELING, THEART AND FLAVOR 110  \nAPPENDIX A MATHEMATICAL MODELING RESOURCES 118  \nAPPENDIX B MODELING EXAMPLES, ELEMENTARY AND MIDDLE GRADES 134  \nAPPENDIX C EXTENDED EXAMPLES 162  \nAPPENDIX D ASSESSMENT TOOLS 209  \nREFERENCES 223  \nINTRODUCTION  \nHOW TO USE THIS DOCUMENT  \nPREFACE  \nIn 2015, leaders from SIAM and COMAP came together to produce a report we have named GAIMME—Guidelines for Assessment and Instruction in Mathematical Modeling Education. The name gives homage to the fine work of the American Statistical Association’s impressive GAISE report.1 Like that document our primary audience is you the teacher. While we hope that test and policy makers will read this document and use it in their decision-making, it has been written for the front-line teacher. We hope and intend that these guidelines will be of help as you incorporate the practice of mathematical modeling into your classrooms.  \nA major reason for the creation of GAIMME was the fact that, despite the usefulness and value in demonstrating how mathematics can help analyze and guide decision making for real world messy problems, many people have limited experience with math modeling. We wanted to paint a clearer picture of mathematical modeling (what it is and what it isn’t) as a process and how the teaching of that process can mature as students move through the grade bands, independent of the mathematical knowledge they may bring to bear.  \nWhile we very much hope that you have the time and interest to read this document  \ncover to cover, it has been written to permit a more focused reading as well. The opening section,“What is Mathematical Modeling?” is intended for every reader and contains the main arguments for the inclusion of mathematical modeling across all grade levels. It is a necessary introduction to each of the succeeding sections. This chapter is followed by three grade-level chapters: early grades, high school, and undergraduate. As a teacher you may wish, naturally, to proceed from “What is Mathematical Modeling?” to the relevant grade level section. However, we encourage you to look at preceding and/or subsequent sections to get a clearer idea of how the modeling process can progress from grade level to grade level.  \nv  \nWhile these grad","cbCaieqy7E42zqk4","https://ap.wps.com/l/cbCaieqy7E42zqk4","pdf",2582843,236,"English","# Preface\n# Introduction\n## How to Use This Document\n# Chapter 1 What Is Mathematical Modeling?\n# Chapter 2 Mathematical Modeling in the Early and Middle Grades: Prekindergarten Through Grade 8\n# Chapter 3 Mathematical Modeling in High School: Grades 9 Through 12\n# Chapter 4 Mathematical Modeling at the Undergraduate Level\n# Chapter 5 What Is Mathematical Modeling, the Art and Flavor\n# Appendix A Mathematical Modeling Resources\n# Appendix B Modeling Examples, Elementary and Middle Grades\n# Appendix C Extended Examples\n# Appendix D Assessment Tools\n# References","[{\"question\":\"What is the main purpose of GAIMME in mathematical modeling education?\",\"answer\":\"It provides guidelines for teachers to incorporate mathematical modeling in classrooms, clarifying what modeling is and how it develops across grade levels.\"},{\"question\":\"How does the document recommend using the chapters and grade-level sections?\",\"answer\":\"It advises that readers can start with the section “What is Mathematical Modeling?” and then proceed to the relevant grade-level chapter, while also encouraging cross-reading of preceding or subsequent sections.\"},{\"question\":\"What kinds of tasks does GAIMME include, and why?\",\"answer\":\"It includes exemplary tasks selected because they are interesting and important for students, exemplify components of the modeling cycle, and are doable by real students in real classrooms.\"}]","GUIDELINES FOR ASSESSMENT & INSTRUCTION IN MATHEMATICAL MODELING EDUCATION - SECOND EDITION | PDF",1790992235,595]