Mathematics:

Modeling Our World

(ARISE curriculum)
Developed by Solomon Garfunkel,
Landy Godbold, and Henry Pollack

Intended Level: 9-12

Tina Adornetto and Adam Hamilton

 What is Modeling Our World?
•  In 1992, the Arise Project was one of four
programs selected by the National Science
Foundation to create a standards-based
secondary school mathematics curriculum
•  Mathematical modeling is key
–  “Mathematical modeling is the process of looking
at a situation, formulating a problem, finding a
mathematical core, working with that core, and
coming back to see what mathematics tells us about
the original problem. We do not know in advance
what mathematics to apply. ”
 Materials
•  Annotated Teachers Editions
•  Teacher Resource packages
•  Motivational video – intro for each unit
•  CD-ROM with software written specifically
for the curriculum as well as data sets,
satellite images, and spreadsheet templates.
•  Free software on the internet
•  Solutions Manual
 Purpose
•  Goal of the curriculum is the development of higher
order thinking skills rather than just getting answers
•  Such skills include the ability to transfer ideas from
one context to another and make connections
between mathematical material as well as material
in disciplines outside mathematics
•  Integrated curriculum in that traditional disciplines
of mathematics are tightly woven together; the
boundaries between them are blurred, and there is a
successful attempt to unify the various content areas
of mathematics.
 Units
•  7-8 units per grade level
•  Each unit develops mathematical content material
by focusing on a central unit context, such as
animation or secret codes
•  Additional applications of the mathematical content
are often included within the unit
•  Each unit begins with students viewing a video
segment designed to be a motivator and for setting
the context for the unit
•  Each unit starts with a unit opener to spark interest
•  Each unit is divided into four to seven lessons.
 Lessons
•  Each lesson begins with a lesson opener which
lists key concepts presented in the unit and
preparation reading which focuses the context
for the lesson
–  “raises issues and encourages students to ask
questions concerning the unit context.”
•  Following the unit opener, each lesson is
usually divided into several activities
•  Each activity includes work to be done by a
pair or group of students as well as work
designated as individual work
 Student Materials
•  Student materials include unit summaries
which contain work intended for reviewing
each unit of material and mathematical
summaries which contain overviews of the
mathematical content of the unit as well as a
glossary of mathematical terms contained in
each unit.
 Pedagogy
•  The curriculum delivery focus is on student learning
•  All materials are written in a way that stresses active
student participation
•  Students spend their class time working in pairs or
groups and individually, as well as discussing material
as a whole class
•  Students are consistently asked to explain their
reasoning and support their conclusions, as well as focus
on the process of mathematical modeling
•  Differences in interest and performance are
accommodated through the individual work that varies
in difficulty and through the use of the supplementary
activities and projects
 Technology
•  The use of technology is a fundamental component of the
curriculum
•  Graphing calculators, spreadsheets, geometric drawing utilities
and software written specifically for use with this curriculum are
used frequently
•  Not all technology is necessary for every unit
–  it may be possible to modify some units when technology is
unavailable
–  graphing calculators are essential
•  Technology is used for purposes of tedious calculation, for
simulation, and for stressing relationships between various
representations of concepts
•  It does not replace understanding with the senseless execution of
a sequence of buttons
 Assessment
•  A wide variety of assessment problems
including many which are open-ended are
provided in the Teacher Resource package
•  Suggestions for their placement are
contained in the Teacher’s Edition of the
student materials
 Content Overview
•  The first four NCTM Standards: Mathematics
as Problem Solving, as Communication, as
Reasoning, and Mathematical Connections are
addressed heavily in every unit
•  Students are consistently asked thought-
provoking questions and required to explain
their reasoning, especially in the context of the
process of mathematical modeling
•  Many questions are open-ended and/or require
creative solutions
 Content Overview
•  Students develop the ability to make
conjectures, design criteria, and establish
assumptions about a model
•  Referring to previous contexts often makes
connections between the units
•  Students can see the value of mathematical
abstraction in the sense that mathematical ideas
can be useful in many contexts
•  Students are continually asked to describe the
advantages and disadvantages of different
representations of a concept in a context.
 Content Overview
•  The contexts have been carefully chosen to
appeal to the students without diminishing
the importance and usefulness of the
mathematics
•  The contexts heighten the usefulness of the
concepts in our present era
•  Students become acquainted with
mathematical definitions and terminology in
the course of solving problems
 Curriculum Overview
•  Topics Covered throughout each Course
–  Algebra, Numbers, and Functions
–  Geometry & Trigonometry
–  Probability and Statistics
–  Discrete Mathematics
–  Mathematical reasoning, modeling, and logic
 Course 1
•  Algebra, Numbers, and Functions
–  Students will understand:
•  Concept of a function in multiple forms
–  Slope-Intercept Form
–  Quadratic
–  Exponential and Logarithmic
•  Domain and Range
•  Inverses
•  Function Modeling and Representation
•  Relationship of Algebraic form to Geometric Form
•  How to Use, Model, and Manipulate Matrices
•  Decipher and Develop Codes
•  Etc…
 Course 1
•  Geometry and Trigonometry
–  Students will understand:
•  Scale and Conversion
•  Similarity
•  Dilation, Translation, and Transformation
•  Approximating Areas and the Multiple Methods
•  The advantages and disadvantages of each method
•  Reasoning and Proof
 Course 1
•  Probability and Statistics
–  Students will understand:
•  Variable Statistics (Mean, Median, Mode)
•  Multiple Representations of Data
•  Prediction and Prediction Error
•  Classification of Variables
•  Frequency and Exclusivity of Events
•  How to Develop and Build Models of Events
•  Analysis Strategies
 Course 1
•  Discrete Math
–  Students will understand:
•  Discrete Models and Application of Graph Theory
•  Modeling Situations Using Computers
•  Developing Scenarios
•  How to Develop Alternative Methods and
Algorithms
 Course 1
•  Mathematical reasoning, modeling, and logic
•  Students will build steps for modeling. These include:
–  Clearly Identifying the Situation
–  Simplify the Situation
–  Build the Model
–  Evaluate and Revise
•  Students will understand:
–  Modeling is Depended on Data and Reliability of Data
–  Models and Limited in Scope
 Course 2
•  Algebra, Numbers, and Functions
–  Students will understand:
•  Algebraic Inequalities and Solutions
•  Growth Models
•  Piecewise Functions
•  Equilibrium States
•  Instantaneous Functions
•  Relation of Graphs to Equations
•  Velocity Models
 Course 2
•  Geometry and Trigonometry
–  Students will understand:
•  Circles and Ellipses
•  Different Coordinate Systems
•  Min/Max Problems
•  Pythagorean Theorem
•  Modeling Situations Geometrically
•  Distance Formula
•  Midpoint Formula
•  Perpendicular and Parallel Slopes
•  Geometric Algorithms
 Course 2
•  Probability and Statistics
–  Students will understand:
•  Probability Distributions
•  Applying Statistical Measures to Geometry
•  Expected Payoff
 Course 2
•  Discrete Math
–  Students will understand:
•  Payoff Matrices
•  Basic Game Theory
•  Game Strategies
•  Optimization
•  Spanning Trees
•  Traveling Sales Person Problems
 Course 2
•  Mathematical reasoning, modeling, and logic
•  Students will understand:
–  Modeling in a deeper way
–  Creating Counterexample Models
–  Imprecision in Models
–  Iteration and Recursion
–  Justification and Proof
 Course 3
•  Algebra, Numbers, and Functions
–  Students will understand:
•  How to Develop Formulas and Expressions to Model
Situations
•  Rational Functions and Their Creation
•  Functions Involving Multiple Variables
•  The Creation of Inequalities
•  Hyperbolas and Geometric Representations
 Course 3
•  Geometry and Trigonometry
–  Students will understand:
•  How to Translate 3-D to a 2-D Plane
•  Geometric Figure Properties and Similarity
•  Trigonometric Identities
•  Period, Amplitude, and Phase Shifts
•  Radian Measure
•  Oscillation and Damping Factors
•  Symbolic Representations
 Course 3
•  Probability and Statistics
–  Students will understand:
•  Statistical Sampling
•  Analysis Tools Further
•  Sampling Techniques
•  Bias
•  Randomness
•  Margin of Error and Significance of Data
 Course 3
•  Discrete Math
–  Students will understand:
•  How to Create Algorithms for Various Models
•  Logistic, Linear, and Exponential Models
•  Growth Rates, Decay, and Causal Loops
•  Equilibrium States of Models
•  Capacities
 Course 3
•  Mathematical reasoning, modeling, and logic
•  Students will understand:
–  How to Use Multiple Mathematical Representations to Model
Situations
–  When to Choose the Right Representation for the Job
 Course 4
•  Pre-calculus level material with relations to
college level mathematics
•  Heavy in applications and theory
•  Created to bridge materials from Courses 1,
2, and 3 and collegiate level mathematics
Project 2061 Data
Project 2061 Data
Project 2061 Data
Project 2061 Data
Project 2061 Data
Project 2061 Data
 Project 2061 Data
•  VII.1 Providing Teacher Content Support
The teacher's edition and teacher's resources binder provide teachers with only limited support for improving their
understanding of mathematical ideas or their instructional strategies. They are given a bibliography of resources that
are related to the context of the lessons, but not to the content. There is some background content information in the
teacher's edition that is appropriate and useful. The teacher's edition also contains suggestions that address the types of
responses that students may give. The solutions manual contains sufficiently detailed answers for only some
questions; consequently, many questions lack specific answers.
VII.2 Establishing a Challenging Classroom
Students are given many opportunities to express their curiosity and creativity, as well as occasions on which to take
risks and ask questions. Teachers are encouraged to have students design their own chapter project as a way of
demonstrating their learning. In addition, the material has students participate in peer sharing opportunities, give group
presentations, and provide written documentation of their learning. Through these and other activities, students are
encouraged to weigh and challenge their own and others' ideas. The material conveys the idea that mathematics is
dynamic, not simply based on rules and single correct answers.
VII.3 Supporting All Students
The material avoids stereotypes and language that may be offensive to particular groups. It lacks illustrations of the
contributions made to mathematics-related fields by women, minorities, or individuals with disabilities, as well as of
their participation in those fields. The material suggests ways in which teachers can modify the activities for students
with special needs--specifically, students with limited skills. Although the material does not suggest alternative
formats, it is designed as an alternative format to traditional texts. Because questions are open-ended, they may be
used at all levels. The material provides teachers with some insights as to possible answers they may get from students
with differing abilities and needs.
Project 2061 Data
 Independent Evaluation
•  An independent Evaluation was •  Reviews of Course Books 1-3
performed through a group were performed by Tom
called “The Textbook League” VanCourt an instructor through
•  This group was developed in Boston University's
1989 to evaluate as many texts Metropolitan College.
and materials as possible to •  Long Story Short, the answer is
give educators the opportunity YES to COMAP’s series!
to see what was good and/or
bad out in the community
•  They publish a monthly
newsletter that gives reviews of
multiple materials
 Evaluation of Student Data
•  Developers performed their own ongoing
evaluation as they tested the curriculum
•  Students generally performed better on
standardized testing, with a 3-4% increase in
scores
•  From data analyzed no one performed worse
•  Not a significant increase to be proud about but
students still performed better using this
curriculum
 Teacher Support
•  http://www.comap.com/highschool/projects/mmow/suplib.htm

•  Website provides:
–  Handouts
–  Supplemental Activities
–  TI-82/83 Programs
–  Transparencies
–  Links to supplemental data for use with activities
–  Online Discussion Forum
–  Online Question Support
Publisher Information
Consortium for Mathematics and
Its Applications (COMAP) Inc.
175 Middlesex Turnpike, Suite 3B
Bedford, MA 01730
Phone: (800) 772-6627
(781) 862-7878
Fax: (781) 863-1202
info@comap.com
http://www.comap.com
What We’ll Be Doing Today