RUME 28
2026
Alexandria, Virginia
Making Sense of Earth’s Climate Using Iterative Algebra
Page: 1375
Few studies have determined how students understand dynamic systems using iterative algebra. Our study addresses this gap in research through investigating how students—who mostly do not have a calculus background—make sense of the mathematics and science behind a climate system using iterative algebra. We used the Sci-Math sensemaking framework as a tool to analyze the types of mathematics and science sensemaking students engaged in while working with a mathematical model of climate. In an undergraduate college algebra classroom, students were tasked to develop and interpret recursive equations representing the dynamics of the North Atlantic Current. Using the Sci-Math Sensemaking Framework, the sensemaking processes of three different groups of students were studied while working on the mathematical climate model activity. The results suggest that students, with primarily no calculus background, can engage in interdisciplinary sensemaking of a dynamic system. This provides promise for teaching more students dynamic systems through iterative algebra.