Abstract
odeling mathematics has a longstanding tradition in the mathematics classroom, as teachers often engage students in representing mathematical ideas. For example, students can be seen using base-ten blocks to model a number or drawing an array to represent a multiplication fact. Modeling a mathematical idea in this way, however, does not necessarily meet the expectations described in the fourth of the Common Core's Standards for Mathematical Practice (SMP 4): Model with mathematics, which states that students should “apply the mathematics they know to solve problems arising in everyday life, society, and the workplace” (CCSSI 2010, p. 7). Although the SMP provide a detailed description of modeling with mathematics, Bleiler-Baxter et al. (2017) found it useful to consider three decision-making processes embedded within the modeling process.
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