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Mathematical modelling in classroom: a socio-critical and discursive perspective

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Abstract

In this paper, I outline a socio-critical perspective of modelling in mathematics education and discuss implications for analysis of students' activities at the micro level. In particular, a discursive perspective is presented with contributions from discursive psychology. Recent studies and classroom examples are taken into consideration.

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  1. Department of Exact Sciences, State University of Feira de Santana, km 03 BR 116 - Campus Universitário da UEFS, 44031-460, Feira de Santana, Brazil

    Jonei Cerqueira Barbosa

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Barbosa, J.C. Mathematical modelling in classroom: a socio-critical and discursive perspective. Zentralblatt für Didaktik der Mathematik 38, 293–301 (2006). https://doi.org/10.1007/BF02652812

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