Intellectual Need: A Key Motivation Toward Critically Understanding the Roles of Mathematical Modeling in Society（知的必要性：数学的モデリングの役割の批判的理解への鍵となる動機）

抄録

The purpose of this paper is to determine practical implications for the effective implementation of a socio-critical modeling approach in mathematics lessons. We analyzed an activity undertaken by tenth-grade students from a school of educational research in Japan. In this activity， the students inquired about recycling efforts in their cities. They found differences in the definitions of "recycling rate" between the cities and asked the city officers about the different definitions. Until they realized there were multiple definitions， they uncritically accepted a definition. This episode， thus， implies the possibility that an intellectual need for critical consideration supports the effective implementation of a socio-critical modeling approach. However， the students uncritically accepted the officers' reply that the definitions in cities have the same meaning. Future research needs to further investigate how a socio-political perspective supports students' intellectual need.