Desarrollando habilidades de modelización matemática temprana en Educación Infantil: un análisis comparativo en 3 y 5 años

Alsina, Ángel; Toalongo, Ximena; Trelles-Zambrano, César; Salgado, María

doi:10.48489/quadrante.23654

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…This has resulted in the ever-increasing use of mathematical modelling in contemporary curricular documents and in the language used by teachers. Despite the existence of an increasing number of studies that allow us to investigate and learn about the mathematical modelling process (Albarracín and Gorgorió [6]; Alsina, Á., Toalongo, Trelles and Salgado [7]; Bliss and Libertini [8]; Blum and Borromeo [9]; Carreira, Amado, Lecoq [10]; Ortiz, Rico and Castro [11]; Toalongo, Alsina, Á., Trelles and Salgado [12]; Trelles, Toalongo and Alsina, Á. [13]; Trelles, Toalongo and Alsina, Á.…”

Section: Introductionmentioning

confidence: 99%

Design, Construction and Validation of a Rubric to Evaluate Mathematical Modelling in School Education

2022

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This study describes the design, construction and validation of a rubric for assessing mathematical modelling processes throughout schooling (3–18 years), especially those oriented by modelling cycles. The final version of the “Rubric for Evaluating Mathematical Modelling Processes” (REMMP) consists of seven elements with their respective performance criteria or items, corresponding to the different phases of a modelling cycle. We concluded that REMMP can be used by both researchers and teachers at different educational levels from kindergarten to high school. The rubric is designed to assess group work developed by students; however, it can eventually be used individually.

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Section: Introductionmentioning

confidence: 99%

Design, Construction and Validation of a Rubric to Evaluate Mathematical Modelling in School Education

2022

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Understanding Early Mathematical Modelling: First Steps in the Process of Translation Between Real-world Contexts and Mathematics

Alsina

Salgado

2021

Int J of Sci and Math Educ

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The aim of this study is to provide data to better understand the processes of early mathematical modelling. According to this, an early mathematical modelling activity carried out by 21 Spanish schoolchildren aged 5–6 years is analysed, using the validated tool “Rubric for the Evaluation of Mathematical Modelling Processes” (REMMP). The results show that children link the content of the problem with their prior knowledge (understanding); identify the important data of the problem and simplify it (structuring); show some difficulties in substituting the elements of the real context for mathematical objects (mathematizing); use progressively mathematical objects and strategies in order to propose solutions for the problem (working mathematically); compare the solution with the initial problem (interpretation); justify the proposed model via valid arguments (validation); and also communicate the decisions taken throughout the modelling process and the concrete model obtained applied to the real context (presenting). We conclude that the description of this type of activities and the tools for their analysis could be used for grading and teaching tool in order to promote mathematic modelling in early childhood education.

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Desarrollando habilidades de modelización matemática temprana en Educación Infantil: un análisis comparativo en 3 y 5 años

Cited by 2 publications

References 16 publications

Design, Construction and Validation of a Rubric to Evaluate Mathematical Modelling in School Education

Design, Construction and Validation of a Rubric to Evaluate Mathematical Modelling in School Education

Understanding Early Mathematical Modelling: First Steps in the Process of Translation Between Real-world Contexts and Mathematics

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