Mathematical modeling as citizenry

Mathematical modeling involves authentic connections between mathematics and the real world as students explain phenomena and make predictions in ways that do not include obvious approaches or distinct, single answers. Although school mathematics is not often connected to democracy, I argue that mathematical modeling can serve as a curricular means for developing democratic citizens and that its superseding purpose is mathematical modeling as citizenry. In doing so, I explore connections between mathematical modeling and democratic habits in this conceptual paper. I illustrate the ways in which mathematical modeling can be a curricular means for democracy by providing opportunities for students to engage in the democratic habits of problem solving and inquiry, collaboration and communication, nonrepression, deliberation, and critical thinking and critique. Further, I discuss considerations – both areas of emphasis and areas of caution – for the uptake of mathematical modeling as citizenry using its connections to mathematical practices. Examples from the Common Core Standards in the United States and the Australian Curriculum are also utilized. The connections between mathematical modeling and democratic habits have the potential to deepen students’ understanding of the modeling process, of mathematics, of the world around them, and of their roles as citizens.