Modeling empowered by information and communication technologies

Villarreal, Mónica; Esteley, Cristina; Mina, María

doi:10.1007/s11858-010-0248-7

Cited by 15 publications

(6 citation statements)

References 21 publications

(13 reference statements)

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“…In our local context, 1 various (national or state) curriculum documents give some recommendations for working with MM at secondary school level and during mathematics teacher education. Although there are some local experiences at secondary schools working with open MM projects (Villarreal et al 2010;Villarreal and Esteley 2013), the engagement of teachers, pre-service teachers or students in active modelling is still scarce. The curriculum documents also emphasize the relationships between the real world and mathematics through modelling processes; however, most of the activities that are found in textbooks and classrooms are illustrative applications (Muller and Burkhardt 2007) to solve semi-real problems .…”

Section: Discussion and Final Considerationsmentioning

confidence: 99%

Mathematical Modelling in Education Research and Practice

Stillman¹,

Blum²,

Biembengut³

2015

International Perspectives on the Teaching and Learning of Mathematical Modelling

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This book series will publish various books from different theoretical perspectives around the world focusing on Teaching and Learning of Mathematical Modelling at Secondary and Tertiary level. The proceedings of the biennial conference called ICTMA, organised by the ICMI affiliated Study Group ICTMA (International Community of Teachers of Mathematical Modelling and Applications) will also be published in this series. These proceedings display the worldwide state-of-the-art in this field and will be of interest for a wider audience than the conference participants.ICTMA is a worldwide unique group, in which not only mathematics educators aiming for education at school level are included but also applied mathematicians interested in teaching and learning modelling at tertiary level are represented. ICTMA discusses all aspects related to Teaching and Learning of Mathematical Modelling at Secondary and Tertiary Level, e.g. usage of technology in modelling, psychological aspects of modelling and its teaching, modelling competencies, modelling examples and courses, teacher education and teacher education courses. More information about this series at

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Section: Discussion and Final Considerationsmentioning

confidence: 99%

Mathematical Modelling in Education Research and Practice

Stillman¹,

Blum²,

Biembengut³

2015

International Perspectives on the Teaching and Learning of Mathematical Modelling

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“…Tanto en el desarrollo de esta experiencia como de otras realizadas en el contexto de la enseñanza universitaria, fue posible observar el uso que los estudiantes hacían de tecnologías de diferente naturaleza para el desarrollo de proyectos de modelización. En Villarreal et al (2010) se describen proyectos de estudiantes de diferentes niveles del sistema educativo que muestran el papel de las tecnologías digitales en la producción de modelos matemáticos. En el estudio del rol de las tecnologías en los procesos educativos, el constructo humanoscon-medios (Borba & Villarreal, 2005) ha sido la perspectiva teórico-epistemológica desde la cual se analizó el uso de las tecnologías en la producción de conocimiento.…”

Section: Escenarios De Modelización Matemática Y Uso De Tecnologías D...unclassified

El devenir de un grupo de investigación en educación matemática de la Universidad Nacional de Córdoba

Villarreal

Carreras

Dipierri

et al. 2022

REVIEM

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Este artículo muestra la trayectoria de un grupo de investigación en educación matemática que forma parte del Grupo de Enseñanza de la Ciencia y la Tecnología, alojado en la Facultad de Matemática, Astronomía, Física y Computación de la Universidad Nacional de Córdoba (Argentina). El artículo inicia con un breve recorrido por la historia del grupo desde su creación a mediados de la década de los sesenta, reportando sobre diversas acciones de relevancia para la educación matemática local. Luego, se describen las actividades de docencia, investigación y extensión desarrolladas, como funciones sustantivas de la universidad pública en Argentina. Se ofrecen detalles de la docencia relacionada con la formación de futuros profesores de matemática en la universidad. Se especifican las líneas de investigación y los marcos teóricos que las sustentan y se reportan las principales acciones de extensión vinculadas con la formación docente y de otros actores sociales. Si bien estas tres actividades se presentan separadas, los fuertes vínculos que existen entre ellas las condicionan y definen mutuamente. El artículo cierra con una breve referencia a las perspectivas de investigación más recientes y una reflexión sobre el valor de conocer las trayectorias de grupos de investigación en educación matemática de América Latina.

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“…Studies in many countries have reported many barriers and issues to be addressed in order for teachers to implement computer software such as DGS in teaching (Crisan et al 2007; Kasten and Sinclair 2009;Monaghan 2004). Such use of the term empower is in accordance with how Villarreal et al (2010) use the term in their study of how the use of technology empowered students work with modelling. I use the term empower to describe how the teachers in different ways organised and helped their students to succeed with their work with the DGS in mathematics teaching.…”

Section: Background and Introductionmentioning

confidence: 97%

Teachers’ Initial Orchestration of Students’ Dynamic Geometry Software Use: Consequences for Students’ Opportunities to Learn Mathematics

Erfjord

2011

Tech Know Learn

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This paper reports from a case study with teachers at two schools in Norway participating in developmental projects aiming for inquiry communities in mathematics teaching and learning. In the reported case study, the teachers participated in one of the developmental projects focusing on implementation and use of computer software in mathematics teaching. I study teachers' initial orchestration of dynamic geometry software (DGS) in mathematics teaching at lower secondary school. By utilising the notion of 'instrumental orchestration' from the theoretical perspective known as the 'instrumental approach' (Drijvers et al., in Educ Stud Math 75:213-234, 2010; Trouche, in Int J Comput Math Learn 9:281-307, 2004), I examine how teachers in their initial teaching with DGS empower students' mathematics learning with the DGS software. According to this perspective, it involves teachers' orchestration of two interrelated processes instrumentation and instrumentalisation. Analytical findings indicate that a difference in teachers' empowerment is evident and consequences for students' opportunities to engage with mathematics represented by the DGS are presented.

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Modeling empowered by information and communication technologies

Cited by 15 publications

References 21 publications

Mathematical Modelling in Education Research and Practice

Mathematical Modelling in Education Research and Practice

El devenir de un grupo de investigación en educación matemática de la Universidad Nacional de Córdoba

Teachers’ Initial Orchestration of Students’ Dynamic Geometry Software Use: Consequences for Students’ Opportunities to Learn Mathematics

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