International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions
APA
In-text citation: (Almeida & Kato, 2014)
Reference: Almeida, L. M., & Kato, L. A. (2014). Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions. International Electronic Journal of Mathematics Education, 9(1), 3-11. https://doi.org/10.29333/iejme/277
AMA
In-text citation: (1), (2), (3), etc.
Reference: Almeida LM, Kato LA. Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions. INT ELECT J MATH ED. 2014;9(1), 3-11. https://doi.org/10.29333/iejme/277
Chicago
In-text citation: (Almeida and Kato, 2014)
Reference: Almeida, Lourdes Maria, and Lilian Akemi Kato. "Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions". International Electronic Journal of Mathematics Education 2014 9 no. 1 (2014): 3-11. https://doi.org/10.29333/iejme/277
Harvard
In-text citation: (Almeida and Kato, 2014)
Reference: Almeida, L. M., and Kato, L. A. (2014). Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions. International Electronic Journal of Mathematics Education, 9(1), pp. 3-11. https://doi.org/10.29333/iejme/277
MLA
In-text citation: (Almeida and Kato, 2014)
Reference: Almeida, Lourdes Maria et al. "Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions". International Electronic Journal of Mathematics Education, vol. 9, no. 1, 2014, pp. 3-11. https://doi.org/10.29333/iejme/277
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Almeida LM, Kato LA. Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions. INT ELECT J MATH ED. 2014;9(1):3-11. https://doi.org/10.29333/iejme/277

Abstract

The idea about a general mathematical modelling process is one of the main components of the studies for teaching and learning mathematical modelling. In this article we are interested in showing that the approaches given to mathematical modelling activities, even if they are in perspective related to learning and instruction, can be distinguished, especially as regards the construction and use of mathematical models. To this end we present two activities that differ primarily in relation to data and methods used to obtain the model: in a situation models are obtained an analyzed from qualitative information while in another situation that construction starts from quantitative data about the phenomenon under study. What the students have to do – the students‟ actions- differ in these different approaches.

References

  • ALMEIDA, L. M. W. de; SILVA, K. A. P. da; VERTUAN, R. E. (2012) Modelagem Matemática na Educação Básica. São Paulo: Contexto, 2012.
  • ALMEIDA, L. M. W. (2010).Um olhar semiótico sobre modelos e modelagem: Metáforas como foco de análise. Zetetiké, FE/Unicamp, Campinas, v. 18, 2010.
  • BASSANEZI, R. C. (2002) Modelagem Matemática no Ensino (Mathematical Modelling in Teaching), 2nd . Contexto, pp. 372-380
  • BLUM, W. (2002). ICMI Study 14: Applications and modelling in mathematics education – discussion document. Educational Studies in Mathematics. Vol 51, 1,2, 149-171.
  • FERRI, R. B. (2006). Theoretical and empirical differentiations of phases in the modelling process. ZDM, Vol 38 (2), 86-95.
  • GALBRAIGTH, P (2012) Models of Modelling: Genres, Purposes or Perspectives. Journal of Mathematical Modelling and Application, VO 1, No 5, 3-16.
  • HOWLAND, J. L.; JONASSEN, D.; MARRA, R. M. (2011) Meaningful Learning with Technology. 4. ed. Boston: Pearson, 292 p.
  • KAISER, G. SRIRAMAN, B. (2006). A global survey of international perspectives on modelling mathematics education. ZDM, Vol 38 (3), 302-309.
  • LESH, R. DOERR, L. M. (2006) Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modelling. In: Symbolizing and Communicating in Mathematics Classrooms Perspectives on Discourse, Tools, and Instructional Design. Editors: Paul Cobb; Erna Yackel; Kay McClain. (electronic). Routledge, USA.
  • PISA (2006) Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA. Publisher: OECD.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.