Abstract
We present the results of a research project which deals with a qualitative case study in the field of mathematical modelling. The study investigates the role of “real” life modelling situations of the learner in the construction of mathematical knowledge at school. The study of episodes, interviews, questionnaires, and direct observations allowed analysis on how teachers describe their teaching performance when approaching the content of school mathematics. However, the most important aspect was to be able to detect the necessity of a “sense of reality”, which is characterized in this paper. The development of this research project shows that it is still necessary to develop a sense of reality as a tool to facilitate interaction between the sociocultural context and school mathematics, all through modelling.
This research was funded by the Committee for the Development of Research – CODI and the Regionalization Direction of the University of Antioquia in Medellín-Colombia.
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Notes
- 1.
Alberto and Alexander are not their real names.
- 2.
When we say locally, we refer to the mathematical concepts presented in a particular class or a segment of a class.
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Villa-Ochoa, J.A., López, C.M.J. (2011). Sense of Reality Through Mathematical Modelling. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_67
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