Inquiry and mathematical modelling with real-archaeological objects in secondary education

Inquiry and modelling are relevant processes of mathematical activity, and both are considered as important competencies for problem solving, since their subprocesses have a family resemblance that makes them mutually complementary and enriched. In this line, we report an investigation focused on th...

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Detalles Bibliográficos
Autores: Falcó Solsona, Pere Joan, Ledezma, Carlos, Sala Sebastià, Gemma, Font Moll, Vicenç
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución: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:2445/226348
Acceso en línea:https://hdl.handle.net/2445/226348
Access Level:acceso abierto
Palabra clave:Educació secundària
Didàctica de la matemàtica
Secondary education
Mathematics teaching methods
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spelling Inquiry and mathematical modelling with real-archaeological objects in secondary educationFalcó Solsona, Pere JoanLedezma, CarlosSala Sebastià, GemmaFont Moll, VicençEducació secundàriaDidàctica de la matemàticaSecondary educationMathematics teaching methodsInquiry and modelling are relevant processes of mathematical activity, and both are considered as important competencies for problem solving, since their subprocesses have a family resemblance that makes them mutually complementary and enriched. In this line, we report an investigation focused on the study of the synergies and relationships established between the inquiry and modelling processes emerging in a learning situation, based on a realistic and authentic archaeological context. To this end, we considered one theoretical cycle to explain each process, and then designed a learning situation contextualised in a realistic and authentic archaeological context which promoted the development of inquiry and modelling skills for its solving. Methodologically, we conducted a case study with students in a secondary school of Badalona (Catalonia, Spain), who solved the learning situation grouped into working teams. Through a thematic analysis, we identified the steps of both processes followed by the students when solving the learning situation, and thus we delved into the synergies and relationships established between inquiry and modelling processes. Finally, we reflect on how both processes mutually enrich when dealing with a problem-situation and propose an integrative cycle for the development of inquiry and modelling skills in the classroom.MDPI2026202620242026info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion28 p.application/pdfhttps://hdl.handle.net/2445/226348Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.3390/educsci14030304Education Sciences, 2024, vol. 14, num.3, 304https://doi.org/10.3390/educsci14030304cc-by (c) Falcó Solsona, Pere Joan et al., 2024http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2263482026-05-29T05:05:01Z
dc.title.none.fl_str_mv Inquiry and mathematical modelling with real-archaeological objects in secondary education
title Inquiry and mathematical modelling with real-archaeological objects in secondary education
spellingShingle Inquiry and mathematical modelling with real-archaeological objects in secondary education
Falcó Solsona, Pere Joan
Educació secundària
Didàctica de la matemàtica
Secondary education
Mathematics teaching methods
title_short Inquiry and mathematical modelling with real-archaeological objects in secondary education
title_full Inquiry and mathematical modelling with real-archaeological objects in secondary education
title_fullStr Inquiry and mathematical modelling with real-archaeological objects in secondary education
title_full_unstemmed Inquiry and mathematical modelling with real-archaeological objects in secondary education
title_sort Inquiry and mathematical modelling with real-archaeological objects in secondary education
dc.creator.none.fl_str_mv Falcó Solsona, Pere Joan
Ledezma, Carlos
Sala Sebastià, Gemma
Font Moll, Vicenç
author Falcó Solsona, Pere Joan
author_facet Falcó Solsona, Pere Joan
Ledezma, Carlos
Sala Sebastià, Gemma
Font Moll, Vicenç
author_role author
author2 Ledezma, Carlos
Sala Sebastià, Gemma
Font Moll, Vicenç
author2_role author
author
author
dc.subject.none.fl_str_mv Educació secundària
Didàctica de la matemàtica
Secondary education
Mathematics teaching methods
topic Educació secundària
Didàctica de la matemàtica
Secondary education
Mathematics teaching methods
description Inquiry and modelling are relevant processes of mathematical activity, and both are considered as important competencies for problem solving, since their subprocesses have a family resemblance that makes them mutually complementary and enriched. In this line, we report an investigation focused on the study of the synergies and relationships established between the inquiry and modelling processes emerging in a learning situation, based on a realistic and authentic archaeological context. To this end, we considered one theoretical cycle to explain each process, and then designed a learning situation contextualised in a realistic and authentic archaeological context which promoted the development of inquiry and modelling skills for its solving. Methodologically, we conducted a case study with students in a secondary school of Badalona (Catalonia, Spain), who solved the learning situation grouped into working teams. Through a thematic analysis, we identified the steps of both processes followed by the students when solving the learning situation, and thus we delved into the synergies and relationships established between inquiry and modelling processes. Finally, we reflect on how both processes mutually enrich when dealing with a problem-situation and propose an integrative cycle for the development of inquiry and modelling skills in the classroom.
publishDate 2024
dc.date.none.fl_str_mv 2024
2026
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/226348
url https://hdl.handle.net/2445/226348
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3390/educsci14030304
Education Sciences, 2024, vol. 14, num.3, 304
https://doi.org/10.3390/educsci14030304
dc.rights.none.fl_str_mv cc-by (c) Falcó Solsona, Pere Joan et al., 2024
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Falcó Solsona, Pere Joan et al., 2024
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 28 p.
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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