English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

In this paper I argue that there is a compelling need to provide secondary students with experiences that will allow them to begin to analyze complex systems problems. Dealing with the unintended consequences of complex systems problems present significant dilemmas for people locally, nationally, and globally. Technological advances have made access to the study of complex phenomenon accessible by pre-college students. This author has used System Dynamics modeling with students in grades 9 – 12, successfully, for over 20 years in mainstream mathematics classes, in both inner city and suburban high schools. What is missing is research to support the efficacy of this approach on a broader scale. An initial attempt to document differentiated learning outcomes from using SD modeling was undertaken with the help of two high school math teachers in a public high school. Multiple events led to compressing the time allotment for the classroom experiment, explained in this paper, to only 4 class periods. The experiment failed to differentiate learning outcomes for the experimental and control groups, as one might expect, but it did surface useful information about the teaching environment. The two participating teachers had used SD modeling in their algebra classes in the past, and found the experience valuable for their students. But a variety of technical, curricular, and scheduling issues, along with departmental dynamics conspired to present new barriers that were too difficult for these two teachers to overcome. An explanation of the

Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction