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.
Lingua originale | Inglese |
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pagine (da-a) | 355-368 |
Numero di pagine | 14 |
Rivista | Rivista di Matematica della Universita di Parma |
Volume | 14 |
Numero di pubblicazione | 2 |
Stato di pubblicazione | Pubblicato - 2023 |
Keywords
- Mathematics education
- learning mathematical modelling.
- primary school teaching