Abstract
It is assumed that educational mathematics must construct a reference frame of to legitimize the functional justification demanded by other domains of knowledge. Its construction is a sine qua non condition to create a reciprocal and horizontal relationship between school mathematics and mathematics of other domains of knowledge. The nature of the aforementioned compels to study the social construction of mathematical knowledge, which provides the mathematics in use that happens in school, work, and life, and in their transversalities among these. These two aspects define a category of mathematical modelling, which on the one hand, formulates a theoretical variety and, on the other, it will involve a program to permanently change and transform school mathematical knowledge.
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Notes
- 1.
Variety expresses the idea of creating an alternative definition for mathematical modelling as explained in the Constructs of the Modelling Category section: a variety.
- 2.
The acronym U(CM) comes from Spanish, which means Mathematical Knowledge Uses.
- 3.
By mathematical knowledge, it refers to the mathematics put into use by the different communities in their different scenarios: school, work, and city. The ages of the people that make up the communities can correspond to children, adolescents, young people, and adults.
- 4.
This pre-existence means that a priori the teacher and the student are not mathematical modelers.
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Cordero, F., Mendoza-Higuera, E.J., Pérez-Oxté, I., Huincahue, J., Mena-Lorca, J. (2022). A Category of Modelling: The Uses of Mathematical Knowledge in Different Scenarios and the Learning of Mathematics. In: Rosa, M., Cordero, F., Orey, D.C., Carranza, P. (eds) Mathematical Modelling Programs in Latin America. Springer, Cham. https://doi.org/10.1007/978-3-031-04271-3_12
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