Mathematical Modeling Projects as a Vehicle Toward “Doing Mathematics” in a Traditional Calculus Course
Document Type
Article
Journal/Book Title/Conference
PRIMUS
Author ORCID Identifier
Sarah C. Bogen https://orcid.org/0009-0008-8967-4197
Bertha N. D. Neequaye https://orcid.org/0009-0006-4489-8002
Brynja Kohler https://orcid.org/0000-0002-2395-5956
Volume
35
Issue
1
Publisher
Taylor & Francis Inc.
Publication Date
2-10-2025
First Page
65
Last Page
85
Abstract
We analyze the impact of incorporating mathematical modeling projects and written reports into a first-semester calculus course. Students who participated in the mathematical modeling projects showed growth in ability to perform tasks at multiple levels of cognitive demand and developed more sophisticated conception of mathematical modeling while achieving progress toward calculus competency similar to that of students who did not participate in the mathematical modeling projects. We describe the modeling projects in detail and analyze and explain the assessments used to measure student learning of calculus and growth in their conception of the mathematical modeling process.
Recommended Citation
Bogen, S. C., Neequaye, B. N. D., Thomas, B., & Kohler, B. R. (2025). Mathematical Modeling Projects as a Vehicle toward “Doing Mathematics” in a Traditional Calculus Course. PRIMUS, 35(1), 65–85. https://doi.org/10.1080/10511970.2024.2445507