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The object-tool duality in mathematical modelling: a framework to analyze students’ appropriation of Sankey diagrams to model dynamic processes

Vos, Pauline; Freid, Peter (2020). The object-tool duality in mathematical modelling: a framework to analyze students’ appropriation of Sankey diagrams to model dynamic processes. Avances de Investigación en Educación Matemática, 17, pp. 52-66 .

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Resumen

Students often do not experience the relevance of learning mathematics. This paper reports on an exploratory case study, in which a class of grade 8 students (n=35) was introduced to Sankey diagrams. The aim was to explore to what extent these students could appropriate Sankey diagrams, meaning: they could describe these as objects in themselves and they could use them to model and visualize phenomena relevant to them. Based on Cultural-Historical Activity Theory, we developed an analytical construct defined as the object-tool duality, coordinating mathematics as a set of objects and as a set of tools. The analysis of students’ answers showed that they could use these diagrams as tools to visualize phenomena. When asked to describe the object, all mentioned the tool-side. So, in their appropriation the tool-side came before the object-side. Our contribution is that teaching the tool-side of mathematics before the object-side may increase students’ sense of the relevance of mathematics, which is a topic to develop for future research.

Tipo de Registro:Artículo
Términos clave:06. Aprendizaje > Procesos cognitivos > Modelización
12. Investigación e innovación en Educación Matemática > Tipos de estudio > Otro (tipos de estudio)
10. Otras nociones de Educación Matemática > Sistemas de representación > Gráfico
12. Investigación e innovación en Educación Matemática > Marcos teóricos > _Otro (marcos teóricos)
Otros términos clave específicos no incluidos en las secciones anteriores > T-Z > Visualización
Nivel Educativo:Educación Secundaria Básica (13-16 años)
Código ID:23747
Depositado Por:Valeria Maestre
Depositado En:04 Dic 2021 21:50
Fecha de Modificación Más Reciente:23 May 2022 18:38
Valoración:

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