Secondary Teachers’ Beliefs on Modelling in Geometry and Stochastics

Art and Geometry of Plants: Experience in Mathematical Modelling through Projects

“…); in geometry, a significant amount of works has focused on the modelling of certain systems from specialized software. Regarding phenomena modelling associated with society and culture, a smaller proportion of researches can be found in comparison with those found in other disciplines like algebra, calculus and even statistics (Girnat & Eichler, 2011).…”

“…Modelling in Geometry is an open research because although any form can be considered as an abstraction and a model to represent a noticeable form in the world of the experience, it is also true that the use and nature of representation are both different from the algebraic and analytic models; in regard, Girnat & Eichler (2011) have pointed out an academic debate about the model concept in elementary geometry as necessary. In their study, these researchers show that teacher ideas on modelling and school mathematics do not consider the existence of modelling processes in geometry.…”

Design, Construction and Validation of a Rubric to Evaluate Mathematical Modelling in School Education

“…One of the consensuses in literature regarding this issue is that mathematical modelling is a non-linear and iterative process. In fact, there are several authors who propose that mathematical modelling processes develop through cycles (Carreira, Amado and Lecoq [10]; Geiger [26]; Girnat and Eichler [27]; Greefrath [28]; Kaiser [29]). Although these approaches have characteristics in common, in this study, we adopted the cycle proposed by Blum and Leiβ [30] (Figure 1).…”

Práticas de modelagem matemática e dimensões da aprendizagem da geometria

“…Por sua vez, Halverscheid (2008) Esse estudo mostra ainda que, na visão dos professores, a geometria desempenha apenas um papel propedêutico à construção de modelos matemáticos, ou seja, a geometria é usada preferencialmente para estruturar e simplificar uma situação real e não para construir modelos matemáticos (Girnat e Eichler, 2011). Por exemplo, para se investigar a velocidade de propagação da podridão de maçãs acondicionadas em caixas, podemos representá-las por esferas ou círculos, o que permite estruturar e simplificar a abordagem do problema e, com isso, introduzir o uso de equações e funções na etapa de matematização.…”