Mathematical Modelling, Mathematical Content and Tensions in Discourses

Oliveira, Andréia Maria Pereira de; Barbosa, Jonei Cerqueira

doi:10.1007/978-94-007-6540-5_5

Cited by 12 publications

(3 citation statements)

References 13 publications

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“…participants present solutions to the task and the strategies used to the whole class, while the teacher supports them through permanent monitoring (de Oliveira & Barbosa, 2013). Even though collaborative work monitored by the teacher has been shown to be more effective in modelling tasks than a teachercentered instructional strategy (Schukajlow et al, 2012), it has been reported to be only partly satisfactory for dealing with modelling tasks.…”

Section: / 15mentioning

confidence: 99%

Argumentative orchestration in the mathematical modelling cycle in the classroom

Solar

Ortiz

Arriagada

et al. 2022

EURASIA J Math Sci Tech Ed

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Given the importance of modelling in mathematics classrooms, and despite the extensive body of research on teacher support for promoting the mathematical modelling cycle in the classroom, authors have overlooked how teacher support for argumentation can contribute to this cycle. This study is aimed at characterizing teacher support for argumentation in the mathematical modelling cycle in the classroom. We analyzed 10 class episodes taken from the cases of two teachers, Soledad and Ángeles. The episodes were analyzed considering teacher support for argumentative orchestration (communicative strategies and pattern recognition). In the two cases studied, we found that argumentative orchestration exhibited different types of overall presence and recurrence throughout the stages of the mathematical modelling cycle, with communicative strategies being more present across the board and more recurrent in the mathematical modelling cycle than pattern recognition strategies.

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Section: / 15mentioning

confidence: 99%

Argumentative orchestration in the mathematical modelling cycle in the classroom

Solar

Ortiz

Arriagada

et al. 2022

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…It is important to emphasize that there are three distinct mathematical modelling pedagogical practices that can be applied in the mathematics curriculum (Oliveira & Barbosa 2013):…”

Section: Initial Phase: Modelling Preparationmentioning

confidence: 99%

Mathematical modelling as a virtual learning environment for teacher education programs

Rosa

Orey

2019

Unipluri

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This study was developed with 76 students enrolled in a teacher education program in Mathematics, which is part of the Brazilian Open University System, at the Universidade Federal de Ouro Preto. It was conducted during the second semester of 2017, in 5 (five) educational centres (polos) located in the states of São Paulo and Minas Gerais, in Brazil. This research was performed according to methodological procedures used in case studies, by covering the collection and data analysis. Methodological procedures used in this study enabled the critical and reflectpive interpretation of the results through the elaboration of categories that emerged from qualitative data collected during the development of the fieldwork. The main objective of this study was the proposition of mathematical modelling as a virtual learning environment (VLE) that favours the development of a critical view of the reality and the reflection of students in solving problems that they face daily, by developing modelling projects by applying technological tools available in the Moodle platform. Through these projects, students problematized, contextualized, and investigated problems they developed in their projects in the VLE. As well, they elaborated questions that aimed to seek, collect, select, organize, and handle the information that allowed them to critically reflect about the role of mathematics in society.

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“…A participação de brasileiros na conferência bem como a publicação de capítulos nos livros que reúnem trabalhos apresentados e discutidos no evento tem sido frequente nas últimas décadas. Almeida e Silva (2015); Araújo e Campos (2015); Barbosa (2010); Biembengut e Hein (2010); Borba (2011);D'ambrosio (2015); Luna, Souza e Lima (2015); Oliveira e Barbosa (2013); Orey e Rosa (2015); Palharini e Almeida (2015); Palharini, Tortola e Almeida (2017); Rosa e Orey (2017) são pesquisas de autores brasileiros publicadas nos livros do ICTMA na última década.…”

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Modelagem Matemática: Dos Entendimentos Às Finalidades

Martins

Almeida

2021

Vidya

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Neste artigo, temos por objetivo investigar a interrogação: o que se entende por modelagem matemática no contexto dos trabalhos publicados nos livros da International Conference on Teaching Mathematical Modelling and Applications (ICTMA)? Tendo por norte os pressupostos da abordagem fenomenológica exploramos as nuances do modo como o fenômeno se revela nos anais da ICTMA relativos ao período de 2010 a 2017. Dados foram coletados em cinquenta e sete trabalhos publicados na conferência, os quais foram selecionados a partir da aplicação subsequente dos critérios: os textos deveriam contemplar o termo modelagem no título ou no resumo do texto, os autores que publicaram em pelo menos três edições diferentes do ICTMA e, a descrição de uma atividade de modelagem matemática. Resultados são evidenciados a partir da manifestação de quatro núcleos de ideias que evidenciam o entendimento de modelagem matemática revelado nas publicações, ou seja, modelagem matemática: como forma de resolver um problema; como prática pedagógica; como possibilidade de resolver na sala de aula problemas autênticos; como possibilidade de promover pensamento crítico.

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Mathematical Modelling, Mathematical Content and Tensions in Discourses

Cited by 12 publications

References 13 publications

Argumentative orchestration in the mathematical modelling cycle in the classroom

Argumentative orchestration in the mathematical modelling cycle in the classroom

Mathematical modelling as a virtual learning environment for teacher education programs

Modelagem Matemática: Dos Entendimentos Às Finalidades

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