Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?

International research has pointed out the importance of integrating mathematical modeling and inquiry processes into the teaching and learning of mathematics. This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same...

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Detalhes bibliográficos
Autores: Sala Sebastià, Gemma, Barquero i Farràs, Berta, Font Moll, Vicenç
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2021
País:España
Recursos:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositório:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/183077
Acesso em linha:https://hdl.handle.net/2445/183077
Access Level:Acceso aberto
Palavra-chave:Didàctica de la matemàtica
Interdisciplinarietat en l'ensenyament
Educació secundària
Mathematics teaching methods
Interdisciplinary approach in education
Secondary education
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spelling Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?Sala Sebastià, GemmaBarquero i Farràs, BertaFont Moll, VicençDidàctica de la matemàticaInterdisciplinarietat en l'ensenyamentEducació secundàriaMathematics teaching methodsInterdisciplinary approach in educationSecondary educationInternational research has pointed out the importance of integrating mathematical modeling and inquiry processes into the teaching and learning of mathematics. This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same model with a view to using them when designing and implementing interdisciplinary teaching sequences. After presenting a synthesis of the literature review, our theoretical approach to inquiry and modeling for the analysis of an interdisciplinary teaching sequence will be introduced. We focus here on the case of an inquiry situation in an archaeological context where mathematics and history are interrelated. It was implemented at secondary school level with students aged 13-14. We use this particular case study to analyze the appearance of both processes, in order to look for coincidences, concatenations and synergies. The main result is an integrative model for the joint analysis of both processes.MDPI2022202220212022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion19 p.application/pdfhttps://hdl.handle.net/2445/183077Articles 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/math9151714Mathematics, 2021, vol. 9, num. 15, p. 1714https://doi.org/10.3390/math9151714cc-by (c) Sala, Gemma et al., 2021https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/1830772026-05-29T05:05:01Z
dc.title.none.fl_str_mv Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
title Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
spellingShingle Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
Sala Sebastià, Gemma
Didàctica de la matemàtica
Interdisciplinarietat en l'ensenyament
Educació secundària
Mathematics teaching methods
Interdisciplinary approach in education
Secondary education
title_short Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
title_full Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
title_fullStr Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
title_full_unstemmed Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
title_sort Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?
dc.creator.none.fl_str_mv Sala Sebastià, Gemma
Barquero i Farràs, Berta
Font Moll, Vicenç
author Sala Sebastià, Gemma
author_facet Sala Sebastià, Gemma
Barquero i Farràs, Berta
Font Moll, Vicenç
author_role author
author2 Barquero i Farràs, Berta
Font Moll, Vicenç
author2_role author
author
dc.subject.none.fl_str_mv Didàctica de la matemàtica
Interdisciplinarietat en l'ensenyament
Educació secundària
Mathematics teaching methods
Interdisciplinary approach in education
Secondary education
topic Didàctica de la matemàtica
Interdisciplinarietat en l'ensenyament
Educació secundària
Mathematics teaching methods
Interdisciplinary approach in education
Secondary education
description International research has pointed out the importance of integrating mathematical modeling and inquiry processes into the teaching and learning of mathematics. This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same model with a view to using them when designing and implementing interdisciplinary teaching sequences. After presenting a synthesis of the literature review, our theoretical approach to inquiry and modeling for the analysis of an interdisciplinary teaching sequence will be introduced. We focus here on the case of an inquiry situation in an archaeological context where mathematics and history are interrelated. It was implemented at secondary school level with students aged 13-14. We use this particular case study to analyze the appearance of both processes, in order to look for coincidences, concatenations and synergies. The main result is an integrative model for the joint analysis of both processes.
publishDate 2021
dc.date.none.fl_str_mv 2021
2022
2022
2022
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/2445/183077
url https://hdl.handle.net/2445/183077
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/math9151714
Mathematics, 2021, vol. 9, num. 15, p. 1714
https://doi.org/10.3390/math9151714
dc.rights.none.fl_str_mv cc-by (c) Sala, Gemma et al., 2021
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Sala, Gemma et al., 2021
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 19 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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