A Didactic Analysis of the Mathematical Modelling Process in Secondary School Students

Authors

  • Martín M. Socas Universidad de La Laguna
  • Raquel Mª Ruano Universidad de La Laguna
  • Josefa Hernández Domínguez Universidad de La Laguna

DOI:

https://doi.org/10.35763/aiem.v0i9.146

Keywords:

Didactic Analysis, Mathematical Modelling, Secondary Education, Semiotic Logical Approach (SLA), Difficulties and Errors

Abstract

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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Published

2016-05-04

How to Cite

Socas, M. M., Ruano, R. M., & Hernández Domínguez, J. (2016). A Didactic Analysis of the Mathematical Modelling Process in Secondary School Students. Advances of Research in Mathematics Education, (9), 21–41. https://doi.org/10.35763/aiem.v0i9.146

Issue

No. 9 (2016)

Section

Artículos

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