Mathematical models and meanings by school and university students in a modelling task

Authors

  • Susana Carreira Universidade do Algarve e UIDEF, Instituto de Educação da Universidade de Lisboa, Portugal
  • Ana Margarida Baioa Group of Schools D. Manuel I – Tavira, Portugal
  • Lourdes Maria Werle de Almeida State University of Londrina, Brazil

DOI:

https://doi.org/10.35763/aiem.v0i17.308

Keywords:

Mathematical modelling, meaning, prototype, simulation, semiotics

Abstract

This study involves two classes from different educational levels, namely 9th grade and university. Students in both contexts were given a modelling task that required the development of a hand biometrics recognition system, during which they performed experimentation and simulation. As aims of the study, we look for distinctions and commonalities between the models developed in the two classes and seek to know how simulation and experimentation influence students’ production of meaning. The theoretical framework comprises the relationship between the modelling process and the prototyping process and adopts Peirce’s pragmatic perspective on meaning. The research is of a qualitative nature, assuming the characteristics of a case study. The results reveal many commonalities between the modelling in the two contexts. Moreover, experimentation and simulation were relevant elements for the production of meaning by the students, which is endorsed by a pragmatic perspective on meaning

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Published

2020-05-01

How to Cite

Carreira, S., Baioa, A. M. ., & Werle de Almeida, L. M. . (2020). Mathematical models and meanings by school and university students in a modelling task. Advances of Research in Mathematics Education, (17), 67–83. https://doi.org/10.35763/aiem.v0i17.308

Issue

No. 17 (2020)

Section

Artículos

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