Models and modeling didactical perspective
In this article we describe the models and modeling didactical perspective, as well as its ontological, epistemological and didactical basis. This approach is also employed as a framework to support research in mathematics education. It was proposed and developed by the American mathematician and ma...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DEL ESTADO DE HIDALGO |
| Repositorio: | PÄDI Boletín Científico de Ciencias Básicas e Ingeniería del ICBI |
| Idioma: | español |
| OAI Identifier: | oai:repository.uaeh.edu.mx:article/12104 |
| Acceso en línea: | https://repository.uaeh.edu.mx/revistas/index.php/icbi/article/view/12104 |
| Access Level: | acceso abierto |
| Palabra clave: | Didactics models and modeling instructional task mathematics Didáctica modelos y modelación tareas de instrucción matemáticas |
| Sumario: | In this article we describe the models and modeling didactical perspective, as well as its ontological, epistemological and didactical basis. This approach is also employed as a framework to support research in mathematics education. It was proposed and developed by the American mathematician and mathematics educator Richard Lesh. In this perspective, instructional tasks are called model eliciting activities, and their purpose is to generate students learning of new mathematical content, by making sense of contextualized problematic situations, through the construction of mathematical models. Additionally, the principles for the design of the tasks are presented, as well as the characteristics of the instructional scenario proposed by this didactical approach. |
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