AN ANALYSIS OF THE MATHEMATICAL MODELING PROMPTS IN THE ILLUSTRATIVE MATHEMATICS ALGEBRA 2 CURRICULUM

Abstract

In this paper, mathematical modeling prompts from the Illustrative Mathematics Algebra 2 curriculum are analyzed to determine how well they represent mathematical modeling. Select samples are presented here for an in-depth analysis where each component of the Illustrative Mathematics’ own modeling analysis is assessed. The modeling prompts are also assessed on their authenticity based on criteria from Tran and Dougherty (2014). There is a discussion of how well the curriculum prepares the teacher to present the modeling prompts to their class and how well the prompts cover the Common Core State Standards for Mathematics they intend to. We find that the prompts are well constructed and deliver diverse mathematical modeling situations that are authentic and range from a low-level to a very high-level authentic modeling. The prompts accomplish this, the incorporated CCSSM are covered less thoroughly due to the open-ended nature of the modeling process. We also conclude that the high-quality nature of the modeling prompts and the high demand of a modeling situation lend themselves to be presented to students by a highly skilled instructor. Suggested by these findings, the instructor should take great care in assigning the prompts, and schools or districts should provide professional development focused on the instruction of these modeling prompts.