Scholarlink

In this chapter, we explore how teachers become aware of actions for teaching using modelling as they develop an activity as modellers. The data supporting the qualitative analysis came from audio recordings of nine teachers who participated in a master’s programme in 2022. The results indicate that the awareness of teaching through modelling is evident in what we refer to as pedagogical discussions that were cross-cutting and were configured into the following categories: clarifying the definition of the problem; structuring data collection; considering a relevant mathematical approach within the grasp of students. This suggests the importance of learning about modelling for teachers to recognize their actions throughout the cycles while developing modelling activities and to envisage actions that can support the establishment of a didactic approach for teaching using modelling.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Implications of Learning Through for Teaching Using Mathematical Modelling

  • 章节

  • 发表日期：

    2025年

查看全文
  • Emerson Tortola,
  • Jader Otavio Dalto,
  • Karina Alessandra Pessoa da Silva

摘要

In this chapter, we explore how teachers become aware of actions for teaching using modelling as they develop an activity as modellers. The data supporting the qualitative analysis came from audio recordings of nine teachers who participated in a master’s programme in 2022. The results indicate that the awareness of teaching through modelling is evident in what we refer to as pedagogical discussions that were cross-cutting and were configured into the following categories: clarifying the definition of the problem; structuring data collection; considering a relevant mathematical approach within the grasp of students. This suggests the importance of learning about modelling for teachers to recognize their actions throughout the cycles while developing modelling activities and to envisage actions that can support the establishment of a didactic approach for teaching using modelling.