The role of modelling in an experience of inquiry-based mathematics teaching

Authors

  • Gemma Sala Universitat de Barcelona
  • Vicenç Font Universitat de Barcelona

DOI:

https://doi.org/10.35763/aiem.v0i16.283

Keywords:

Mathematical modelling, inquiry, primary education, archaeological context, co-disciplinarity

Abstract

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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Published

2019-10-31

How to Cite

Sala, G., & Font, V. (2019). The role of modelling in an experience of inquiry-based mathematics teaching. Advances of Research in Mathematics Education, (16), 73–85. https://doi.org/10.35763/aiem.v0i16.283

Issue

No. 16 (2019)

Section

Artículos

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