The role of modelling in an experience of inquiry-based mathematics teaching
DOI:
https://doi.org/10.35763/aiem.v0i16.283Keywords:
Mathematical modelling, inquiry, primary education, archaeological context, co-disciplinarityAbstract
The objective of this article is to investigate how inquiry can promote modelling. We present the analysis of the modelling processes that emerged during the implementation of a didactic sequence of Inquiry-Based Mathematics Education. The didactic sequence was a co-disciplinary experience, which was implemented in a public school of Badalona and carried out with 23 learners of high primary education. The starting situation introduced to the students was the discovery of a treasure in a Roman house of Baetulo for them to search for an answer of who the owner could be. The methodology basically consists of finding evidence in the implementation that reveals the emergence of some of the sub-processes from the modelling model taken as theoretical reference. The main result is that the inquiry process leads to the emergence of mathematical modelling sub-processes
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