Mathematical Modelling, Mathematical Content and Tensions in Discourses

  • Andréia Maria Pereira de Oliveira
  • Jonei Cerqueira Barbosa
Chapter
Part of the International Perspectives on the Teaching and Learning of Mathematical Modelling book series (IPTL)

Abstract

In this chapter, we present part results of an empirical study on tensions in discourses manifested by teachers when they implemented mathematical modelling in the pedagogic practices. The focus is on analysing the tension of students’ mathematical performance. Using Bernstein’s theoretical frame, we followed three teachers from the lower secondary school level from Brazilian public schools. These teachers were videotaped during their modelling-based lessons. The nature of the research analysis is qualitative. The procedures used for collecting data were observations accomplished through recordings of lessons, interviews after each lesson and teachers’ narratives on their lessons. The results have shown that the tension of students’ mathematical performance is related to what and how to teach mathematical content in the modelling environment, when students do not have a mathematical performance to solve problems from daily life situations.

Keywords

Minimum Wage Pedagogic Practice Modelling Task Mathematical Content Mathematical Performance 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Antonius, S., Haines, C., Jensen, T. H., & Niss, M. (with Burkhardt, H.). (2007). Classroom activities and the teacher. In W. Blum, P. Galbraith, H. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education: The 14th ICMI study (pp. 295–308). New York: Springer.Google Scholar
  2. Barbosa, J. C. (2003). What is mathematical modeling? In S. Lamon, W. Parker, & S. Houston (Eds.), Mathematical modeling: A way of life ICTMA 11 (pp. 227–234). Chichester: Horwoord.Google Scholar
  3. Barbosa, J. C. (2006). Mathematical modelling in classroom: A critical and discursive perspective. ZDM – The International Journal on Mathematics Education, 38(3), 293–301.CrossRefGoogle Scholar
  4. Bernstein, B. (1990). Class, codes and control: Vol. 4. The structuring of pedagogic discourse. London: Routledge.CrossRefGoogle Scholar
  5. Bernstein, B. (2000). Pedagogy, symbolic control and identify: Theory, research, critique. Lanham: Rowman & Littlefield.Google Scholar
  6. Blomhøj, M., & Kjeldsen, T. H. (2006). Teaching mathematical modeling through project work. ZDM – The International Journal on Mathematics Education, 38(2), 163–177.CrossRefGoogle Scholar
  7. Borromeo Ferri, R., & Blum, W. (2010). Insights into teachers’ unconscious behavior in modeling contexts. In R. Lesh, P. Galbraith, C. Haines, & A. Hurford (Eds.), Modelling students’ mathematical modeling competencies (pp. 423–432). New York: Springer.CrossRefGoogle Scholar
  8. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks: Sage.Google Scholar
  9. de Oliveira, A. M. P., & Barbosa, J. C. (2010). Mathematical modeling and the teachers’ tensions. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students’ mathematical modeling competencies: ICTMA 13 (pp. 511–517). New York: Springer.CrossRefGoogle Scholar
  10. Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 1–32). Thousand Oaks: Sage.Google Scholar
  11. Doerr, H. M. (2006). Examining the tasks of teaching when using students’ mathematical thinking. Educational Studies in Mathematics, 62(1), 3–24. doi: 10.1007/s10649-006-4437-9.CrossRefGoogle Scholar
  12. Doerr, H. M. (2007). What knowledge do teachers need for teaching mathematics through applications and modelling? In W. Blum, P. Galbraith, H. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education: The 14th ICMI study (pp. 69–78). New York: Springer.CrossRefGoogle Scholar
  13. Doerr, H. M., & English, L. D. (2006). Middle grade teachers’ learning through students’ engagement with modeling tasks. Journal of Mathematics Teacher Education, 9, 5–32. doi: 10.1007/s10857-006-9004-x.CrossRefGoogle Scholar
  14. Jablonka, E. (2007). The relevance of modelling and applications: Relevant to whom and for what purpose? In W. Blum, P. Galbraith, H. Henn, & M. Niss (Eds.), Modelling and applications in mathematics education: The 14th ICMI study (pp. 193–200). New York: Springer.CrossRefGoogle Scholar
  15. Leiß, D. (2005). Teacher intervention versus self-regulated learning? Teaching Mathematics and its Applications, 24(2–3), 75–89.CrossRefGoogle Scholar
  16. Lerman, S., & Zevenbergen, R. (2004). The socio-political context of the mathematics classroom: Using Bernstein’s theoretical framework to understand classroom communications. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 27–42). Dordrecht: Kluwer.CrossRefGoogle Scholar
  17. Skovsmose, O. (2001). Landscapes of investigation. ZDM – The International Journal on Mathematics Education, 33(4), 123–132.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  • Andréia Maria Pereira de Oliveira
    • 1
  • Jonei Cerqueira Barbosa
    • 2
  1. 1.Dipartimento de Ciencias ExatasState University of Feira de SantanaFeira de SantanaBrazil
  2. 2.Faculdade de EducaçãoFederal University of BahiaSalvadorBrazil

Personalised recommendations