Una actividad de modelización matemática en primaria con datos auténticos de la COVID-19
The aim of this study is to analyze a mathematical modeling task developed by students in the sixth grade of primary education (11-12 years old) based on a model-eliciting activity with real statistical data about COVID-19, which was implemented online during the period of confinement in Spain. Base...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/21263 |
| Acesso em linha: | http://hdl.handle.net/10256/21263 |
| Access Level: | acceso abierto |
| Palavra-chave: | Models matemàtics -- Educació primària Mathematical models -- Study and teaching (Primary) COVID-19 (Malaltia) -- Educació primària -- Problemes, exercicis, etc. COVID-19 (Disease) -- Study and teaching (Primary) -- Problems, exercises, etc. Mathematics teaching methods -- Study and teaching (Primary) Matemàtica -- Ensenyament -- Educació primària Probabilitats -- Ensenyament -- Educació primària Probabilities -- Study and teaching (Primary) Estadística matemàtica -- Ensenyament -- Educació primària Mathematical statistics -- Study and teaching (Primary) Lectura -- Comprensió -- Ensenyament primari Reading comprenhension -- Study and teaching (Primary) |
| Resumo: | The aim of this study is to analyze a mathematical modeling task developed by students in the sixth grade of primary education (11-12 years old) based on a model-eliciting activity with real statistical data about COVID-19, which was implemented online during the period of confinement in Spain. Based on a multiple case study, the final products generated by the students are analyzed. The results show that, although not all students are able to develop a model, those who do are able to use intuitive concepts of statistics and probability that are outside the regular curriculum. It is concluded that these activities develop mathematical skills but require pedagogical knowledge to incorporate them frequently and successfully into teaching practice |
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