Discusses certain transferable skills and a strategy for developing them via an intensive short course on mathematical modeling. Includes student reactions and comments on the course. Suggests that this course developed modeling as well as generic skills through teaching, learning, and assessment style. (Author/KHR)

Examines four areas of difficulty with graphing and modeling, identifies confusions and misconceptions, and shows how these areas interact in the presence of data-collection devices. (KHR)