The present paper aims at discussing the challenges for teachers in teaching mathematical modelling in primary school. We first argue about a working definition of mathematical modeling in teaching-learing activites carried out in the early years of school. Subsequently, a model for the specialised knowledge of mathematics teacher is recalled and specified to the case of modelling in primary school, and a single case of a teacher, fictitiously named Adele, is analysed as an example. This case study allows us to link and highlight some aspects related to a teacher's knowledge and beliefs about teaching and learning mathematics and in particular about modelling activities in primary school.
Challenges in modelling in early years of school: the case of Adele.
Martignone, F.
2023-01-01
Abstract
The present paper aims at discussing the challenges for teachers in teaching mathematical modelling in primary school. We first argue about a working definition of mathematical modeling in teaching-learing activites carried out in the early years of school. Subsequently, a model for the specialised knowledge of mathematics teacher is recalled and specified to the case of modelling in primary school, and a single case of a teacher, fictitiously named Adele, is analysed as an example. This case study allows us to link and highlight some aspects related to a teacher's knowledge and beliefs about teaching and learning mathematics and in particular about modelling activities in primary school.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
