Mathematical Modeling in the Middle Schools: Experiences of 7th Grade Students with the Weather Problem

The purpose of this study was to examine the mathematical modeling processes used by six 7th grade students while working on a mathematical modeling problem. Twenty-four students were enrolled in the course observed for this study, and the students worked in eight groups of three throughout the study. The participants in this particular study consisted of two groups of three who selected via a purposeful sampling method. A qualitative case research design was utilized to examine students’ modeling processes, as they were working on a modeling problem. The findings indicated that even though both groups were working on a modeling problem for the first time, they were able to present various mathematical ideas by considering multiple interpretive processes. Furthermore, they were able to share different mathematical ideas with each other and develop their own models within the frame of their own mathematical understanding. However, the findings also revealed that once the models were developed, neither group interpreted their model in terms of real life. This study suggests that mathematics teachers should introduce middle school students to modeling problems and provide opportunities for these students to work on mathematical modeling problems regularly in mathematics courses. Modeling problems may prove to be powerful vehicles for developing students’ modeling competencies in the early school years if they are used regularly in mathematics courses