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| Autor/inn/en | Guerrero-Ortiz, Carolina; Mena-Lorca, Jaime; Soto, Astrid Morales |
|---|---|
| Titel | Fostering Transit between Real World and Mathematical World: Some Phases on the Modelling Cycle |
| Quelle | In: International Journal of Science and Mathematics Education, 16 (2018) 8, S.1605-1628 (24 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Guerrero-Ortiz, Carolina) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1571-0068 |
| DOI | 10.1007/s10763-017-9856-9 |
| Schlagwörter | Mathematics Teachers; Mathematical Concepts; Mathematical Models; Knowledge Level; Teaching Methods; Preservice Teacher Education |
| Abstract | This study shows how, in the initial training of mathematics teachers, it is possible to promote processes of abstraction and mathematisation through modelling a real situation with the support of auxiliary material to mediate understanding. By adapting elements of the theoretical and methodological framework called Abstraction in Context (AiC), participants' discussions while building a mathematical model--in a nested epistemic actions--are analysed. Two specific points are discussed in this paper. The first aims to identify how different types of knowledge emerge when an individual is faced with a modelling task. The second is regarding the use of auxiliary material as a means of metaphorising a situation. It was evidenced how the material favours the construction of a mathematical model through the simplification and idealisation that it brings. The meaning constructed for the model is supported in recognising a decreasing behaviour as a part of a whole. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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