Abstract
The structural organization, of the Danish Gymnasium greatly hinders cross-curricular activities. However, it is possible to integrate other subjects in the mathematics curriculum, not the least due to the existence of the so-called “aspects” I will discuss a particular course on modeling ozone depletion which was framed by the “model aspect”. The organization and outcome of the course are linked to three types of competencies mathematical. technological and reflective. I will focus on the reflective competency, in particular the criticla evaluation of mathematical models and their use. One conclusion is that modeling furthers all three competencies, and thus should be given more emphasis in mathematics instruction. However, if the reflective competency is to be furthered, the topic must be seen in a broader societal context, and this would be better supported by cross-curricular activities.
Kurzreferat
Die strukturelle Organisation eines dänischen gymnasiums behindert fächerübergreifende Aktivitäten enorm. Es ist jedoch möglich, andere Fächer in das Mathematikcurriculum zu integrieren, nicht zuletzt wegen der sogenannten “Aspekte”. Im folgenden wird ein spezieller Kurs zur Modellierung der Ozonzerstörung diskutiert, der in den Rahmen des “Modell-Aspekts” gestellt wurde. Organisation und Ergebnis des Kurses waren mit drei Kompetenzen verbunden, nämlich mathematischen, technischen und reflektiven. Die Betonung in diesem Beitrag liegt auf der reflektiven Kompetenz, insbesondere auf der kritischen Bewertung des mathematischen Modells und seiner Anwendung. Unsere Schlußfolgerung ist die, daß. Modellbildung alle drei Kompetenzen fördert. Deshalb sollte ihr im Mathematikuntericht ein viel größeres Gewicht beigemessen werden. Soll jedoch reflektive Kompetenz gefördert werden, so muß das Thema in einen breiteren gesellschaftlichen Kontext gestellt werden, was durch facherübergreifende Aktivitäten besser unterstützt würde.
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Part 2 will be published in ZDM 30 (1998) No. 4.