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Mathematisation as didactic principle seen through teachers' descriptions of mathematical modelling
Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Science & Engineering.ORCID iD: 0000-0002-3681-3535
2017 (English)In: Quaderni di Ricerca in Didattica" QRDM (Mathematics), ISSN 1592-5137, E-ISSN 1592-4424, Vol. 27, no 2, p. 229-233Article in journal (Refereed) Published
Abstract [en]

Considering the ‘popularity’ of mathematical modelling as an arena for using mathematisation as didactic principle, teachers’ conceptions of mathematical modelling in relation to how they view their main task as mathematics teachers, as well what use the mathematics students learn at school might be, was investigated drawing on interview data. While the teachers generally separated ‘reality’ and ‘mathematics’, the potential diversity of mathematical descriptions and the problematic nature of any “translation” were generally not discussed. Overall goals of teaching mathematics such as understanding, interest and usefulness were emphasised rather than relating modelling to mathematisation as didactic principle.

Abstract [fr]

Compte tenu de la «popularité» que la modélisation mathématique a gagnée en tant que domaine d'utilisation de la mathématisation comme principe didactique, les conceptions des enseignants de la modélisation mathématique par rapport à la façon dont ils considèrent leur tâche principale en tant que professeurs de mathématiques, ainsi que ce que les étudiants en mathématiques apprennent à l'école pourrait être, a été étudié en tirant parti des données d'entrevue. Bien que les enseignants se séparent généralement de la «réalité» et des «mathématiques», la diversité potentielle des descriptions mathématiques et la nature problématique de toute «traduction» n'ont généralement pas été discutées. Les objectifs généraux d'enseignement des mathématiques tels que la compréhension, l'intérêt et l'utilité ont été soulignés plutôt que de rapprocher la modélisation de la mathématisation en tant que principe didactique.

Place, publisher, year, edition, pages
Palermo, Italy: Gruppo Ricerca Insegnamento delle Matematiche (G R I M) , 2017. Vol. 27, no 2, p. 229-233
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-147835OAI: oai:DiVA.org:liu-147835DiVA, id: diva2:1205800
Conference
CIEAEM69
Available from: 2018-05-15 Created: 2018-05-15 Last updated: 2018-05-22Bibliographically approved

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Bergsten, Christer

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