The role of self-regulation practices in mathematical modelling
One of the fundamental competencies to relate the individuals’ mathematical knowledge to their daily context is mathematical modelling, which has been gaining importance in educational curricula at international level. Self-regulation is another competency that has taken centre stage in Mathematics...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Barcelona |
| Repositorio: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/224796 |
| Acceso en línea: | https://hdl.handle.net/2445/224796 |
| Access Level: | acceso abierto |
| Palabra clave: | Didàctica de la matemàtica Models matemàtics Formació del professorat Autoaprenentatge Mathematics teaching methods Mathematical models Teacher training Self-culture |
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The role of self-regulation practices in mathematical modellingEl Papel de las Prácticas de Autorregulación en la Modelización MatemáticaLedezma, CarlosHidalgo-Moncada, DianaSánchez Brualla, AliciaDidàctica de la matemàticaModels matemàticsFormació del professoratAutoaprenentatgeMathematics teaching methodsMathematical modelsTeacher trainingSelf-cultureOne of the fundamental competencies to relate the individuals’ mathematical knowledge to their daily context is mathematical modelling, which has been gaining importance in educational curricula at international level. Self-regulation is another competency that has taken centre stage in Mathematics Education, since it allows autonomous planning, management, and control of learning. In this context, it is interesting for us to pose the question: What is the role played by self-regulation practices in the mathematical modelling process? To answer it, we propose an articulation between two theoretical approaches: on one hand, modelling as a mathematical competency and process; on the other hand, self-regulation as a transversal competency; both applied to the analysis of the mathematical activity in modelling. Methodologically, it is a reflective-on-theory study in which we start from the analysis of the expert solving of a modelling problem, which we complemented with the identification of the intervening practices that promote self-regulated learning in the different transitions of a modelling cycle. Finally, we applied this reflection to the analysis of the implementation of a workshop that combines self-regulated learning and modelling for practising secondary education mathematics teachers. As a result, we propose an articulation between both theoretical approaches for the development of the mathematical activity in modelling, which highlights the importance of incorporating practices that promote self-regulated learning when working with this process in the classroom.Instituto Federal de Sergipe2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/224796Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://periodicos.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/view/1624Caminhos da Educação Matemática em Revista, 2024, vol. 14, num.1, p. 1-18cc-by-nc-nd (c) Ledezma, Carlos et al., 2024http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2247962026-05-27T06:46:51Z |
| dc.title.none.fl_str_mv |
The role of self-regulation practices in mathematical modelling El Papel de las Prácticas de Autorregulación en la Modelización Matemática |
| title |
The role of self-regulation practices in mathematical modelling |
| spellingShingle |
The role of self-regulation practices in mathematical modelling Ledezma, Carlos Didàctica de la matemàtica Models matemàtics Formació del professorat Autoaprenentatge Mathematics teaching methods Mathematical models Teacher training Self-culture |
| title_short |
The role of self-regulation practices in mathematical modelling |
| title_full |
The role of self-regulation practices in mathematical modelling |
| title_fullStr |
The role of self-regulation practices in mathematical modelling |
| title_full_unstemmed |
The role of self-regulation practices in mathematical modelling |
| title_sort |
The role of self-regulation practices in mathematical modelling |
| dc.creator.none.fl_str_mv |
Ledezma, Carlos Hidalgo-Moncada, Diana Sánchez Brualla, Alicia |
| author |
Ledezma, Carlos |
| author_facet |
Ledezma, Carlos Hidalgo-Moncada, Diana Sánchez Brualla, Alicia |
| author_role |
author |
| author2 |
Hidalgo-Moncada, Diana Sánchez Brualla, Alicia |
| author2_role |
author author |
| dc.subject.none.fl_str_mv |
Didàctica de la matemàtica Models matemàtics Formació del professorat Autoaprenentatge Mathematics teaching methods Mathematical models Teacher training Self-culture |
| topic |
Didàctica de la matemàtica Models matemàtics Formació del professorat Autoaprenentatge Mathematics teaching methods Mathematical models Teacher training Self-culture |
| description |
One of the fundamental competencies to relate the individuals’ mathematical knowledge to their daily context is mathematical modelling, which has been gaining importance in educational curricula at international level. Self-regulation is another competency that has taken centre stage in Mathematics Education, since it allows autonomous planning, management, and control of learning. In this context, it is interesting for us to pose the question: What is the role played by self-regulation practices in the mathematical modelling process? To answer it, we propose an articulation between two theoretical approaches: on one hand, modelling as a mathematical competency and process; on the other hand, self-regulation as a transversal competency; both applied to the analysis of the mathematical activity in modelling. Methodologically, it is a reflective-on-theory study in which we start from the analysis of the expert solving of a modelling problem, which we complemented with the identification of the intervening practices that promote self-regulated learning in the different transitions of a modelling cycle. Finally, we applied this reflection to the analysis of the implementation of a workshop that combines self-regulated learning and modelling for practising secondary education mathematics teachers. As a result, we propose an articulation between both theoretical approaches for the development of the mathematical activity in modelling, which highlights the importance of incorporating practices that promote self-regulated learning when working with this process in the classroom. |
| publishDate |
2024 |
| dc.date.none.fl_str_mv |
2024 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://hdl.handle.net/2445/224796 |
| url |
https://hdl.handle.net/2445/224796 |
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Inglés |
| language_invalid_str_mv |
Inglés |
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Reproducció del document publicat a: https://periodicos.ifs.edu.br/periodicos/caminhos_da_educacao_matematica/article/view/1624 Caminhos da Educação Matemática em Revista, 2024, vol. 14, num.1, p. 1-18 |
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cc-by-nc-nd (c) Ledezma, Carlos et al., 2024 http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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cc-by-nc-nd (c) Ledezma, Carlos et al., 2024 http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
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Instituto Federal de Sergipe |
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Instituto Federal de Sergipe |
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Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica) reponame:Dipòsit Digital de la UB instname:Universidad de Barcelona |
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Universidad de Barcelona |
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Dipòsit Digital de la UB |
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Dipòsit Digital de la UB |
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