Mathematical Modelling with Young Children

We study the mathematical models with the help of the age of children by authors^{[2, 3, 4, 5]} and according: this paper addresses a five-year longitudinal study’s first year, which introduces mathematical modeling to young children and provides professional development for their teachers. Four classes of third graders (8 years of age) and their teacher participated in the first year of the program, which involved several preliminary modeling experiences followed by two comprehensive modeling problems over a span of 6 months. Regular teacher meetings, including preparatory workshops and reflective analyses, occurred. Analyses of children’s responses to one of the modeling problems show the spontaneous ways in which children engaged in sense making, problem posing, hypothesizing, and mathematizing (including representing). Modeling tasks of this type powerfully develop important ideas and problem-solving processes in the early school years.