Conditions for teaching mathematical modelling

Case studies across educational levels

Authors

  • Ignasi Florensa Escola Universitària Salesiana de Sarrià, Universitat Autònoma de Barcelona
  • Francisco Javier García Universidad de Jaén
  • Gemma Sala Universitat de Barcelona

DOI:

https://doi.org/10.35763/aiem.v0i17.315

Keywords:

Mathematical modelling, anthropological theory of the didactic, study and research paths, ecological conditions and restrictions

Abstract

Over the last decades the number of papers analyzing the role of mathematical modelling in teaching and learning processes has increased significantly. The Anthropological Theory of Didactics (ATD) conceives mathematical modelling as a process of construction of praxeologies of growing complexity and places the analysis of the conditions and restrictions that affect its viability at the center of the research activity. We present three modelling processes in Early Childhood, Secondary and University Education, as well as their ecological analyses. We show the existing complexities to make such processes live in the educational institutions as well as their similarities and differences.

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Published

2020-05-01

How to Cite

Florensa, I., García, F. J., & Sala, G. (2020). Conditions for teaching mathematical modelling: Case studies across educational levels. Advances of Research in Mathematics Education, (17), 21–37. https://doi.org/10.35763/aiem.v0i17.315

Issue

No. 17 (2020)

Section

Artículos

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