A Didactic Analysis of the Mathematical Modelling Process in Secondary School Students
DOI:
https://doi.org/10.35763/aiem.v0i9.146Keywords:
Didactic Analysis, Mathematical Modelling, Secondary Education, Semiotic Logical Approach (SLA), Difficulties and ErrorsAbstract
This work didactically analyzes the mathematical modelling process in terms of the difficulties and errors of a group of secondary school students. Two problem situations concerning this process are considered here, which are studied from the epistemological, semiotic and phenomenological perspective proposed in the Semiotics Logical Approach (SLA) (Socas, 2007). The work concludes by relating these difficulties and errors of students with the organization of the teaching of modelling in secondary school, also showing the role played by Formal Substitution and Generalization, as well as structures and mathematical operations involved in the process itself.
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