Propuesta de actividades para la modelización matemática

Referencias

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(2007). Personal experiences and extra-mathematical knowledge as an influence factor on modelling routes of pupils. En D. Pitta-Pantazi y C. Philippou (Eds.), European Research in Mathematics Education V: Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 2080-2089). Lárnaca, Chipre: University of Cyprus, ERME. Borromeo, R. (2011). Wege zur Innenwelt des mathematischen Modellierens: Kognitive Analysen zu Modellierungsprozessen im Mathematikunterricht. Wiesbaden, Alemania: Vieweg+Teubner Verlag. https://doi.org/10.1007/978-3-8348-9784-8 Borromeo, R. (2013). Mathematical modelling in European education. Journal of Mathematics Education at Teachers College, 4(2), 18-24. Borromeo, R. (2018). Learning How to Teach Mathematical Modeling in School and Teacher Education. Cham, Suiza: Springer. https://doi.org/10.1007/978-3-319-68072-9 Chen, L., Van Dooren, W., Chen, Q. y Verschaffel, L. (2011). An investigation on Chinese teachers' realistic problem posing and problem solving ability and beliefs. International Journal of Science and Mathematics Education, 9(4), 919-948. https://doi.org/10.1007/s10763-010-9259-7 Cosmes, S. (2020). La modelización matemática en la formación de ingenieros. El caso de Ingeniería Civil (Tesis doctoral). Recuperado desde Catálogo Bibliográfico de la Pontificia Universidad Católica de Valparaíso. (https://catalogo.pucv.cl/cgi-bin/koha/opac-detail.pl?biblionumber=432566) Cosmes, S. y Montoya, E. (2021). Understanding links between mathematics and engineering through mathematical modelling – The case of training civil engineers in a course of structural analysis. En F. K. S. Leung, G. A. Stillman, G. Kaiser y K. L. Wong (Eds.), Mathematical Modelling Education in East and West (pp. 527- 537). Cham, Suiza: Springer. https://doi.org/10.1007/978-3-030-66996-6_44 Galbraith, P. y Stillman, G. (2006). A framework for identifying student blockages during transitions in the modelling process. Zentralblatt für Didaktik der Mathematik, 38(2), 143-162. https://doi.org/10.1007/bf02655886 Godino, J. D. y Batanero, C. (1998). Clarifying the meaning of mathematical objects as a priority area for research in Mathematics Education. En A. Sierpinska y J. Kilpatrick (Eds.), Mathematics Education as a Research Domain: A Search for Identity. An ICMI Study (pp. 177-195). Dordrecht, Países Bajos: Springer. https://doi.org/10.1007/978-94-011-5470-3_12 Godino, J., Batanero, C. y Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM – Mathematics Education, 39(1), 127-135. https://doi.org/10.1007/s11858-006-0004-1 Godino, J. D., Batanero, C. y Font, V. (2019). The Onto-Semiotic Approach: implications for the prescriptive character of didactics. For the Learning of Mathematics, 39(1), 38-43. Haines, C. y Crouch, R. (2001). Recognizing constructs within mathematical modelling. Teaching Mathematics and its Applications: An International Journal of the IMA, 20(3), 129-138. https://doi.org/10.1093/teamat/20.3.129 Hankeln, C., Adamek, C. y Greefrath, G. (2019). Assessing sub-competencies of mathematical modelling – Development of a new test instrument. En G. A. Stillman y J. P. Brown (Eds.), Lines of Inquity in Mathematical Modelling Research in Education (pp. 143-160). Cham, Suiza: Springer. https://doi.org/10.1007/978-3-030-14931-4_8 Houston, K. (2007). Assessing the “phases” of mathematical modelling. En W. Blum, P. L. Galbraith, H.-W. Henn y M. Niss (Eds.), Modelling and Applications in Mathematics Education: The 14th ICMI Study (pp. 249- 256). Boston, MA: Springer. https://doi.org/10.1007/978-0-387-29822-1_26 Kaiser, G. (2020). Mathematical modelling and applications in education. En S. Lerman (Ed.), Encyclopedia of Mathematics Education (2da ed.) (pp. 553-561). Cham, Suiza: Springer. https://doi.org/10.1007/978-3-030- 15789-0_101 Kaiser, G., Schwarz, B. y Tiedemann, S. (2013). Future teachers’ professional knowledge on modeling. En R. Lesh, P. L. Galbraith, C. Haines y A. Hurford (Eds.), Modeling Students’ Mathematical Modeling Competencies: ICTMA 13 (pp 433-444). Boston, MA: Springer. https://doi.org/10.1007/978-94-007-6271-8_37 Kuntze, S. (2011). In-service and prospective teachers’ views about modelling tasks in the mathematics classroom – Results of a quantitative empirical study. En G. Kaiser, W. Blum, R. Borromeo y G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modelling: ICTMA 14 (pp. 279-288). Dordrecht, Países Bajos: Springer. https://doi.org/10.1007/978-94-007-0910-2_28 Ledezma, C., Font, V. y Sala, G. (2021a). Análisis de la reflexión realizada por un futuro profesor sobre el papel de la modelización matemática en la mejora de un proceso de instrucción para enseñar trigonometría. 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Inquiry and modelling in a real archaeological context. En G. Stillman, W. Blum y G. Kaiser (Eds.), Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education (pp. 325-335). Cham, Suiza: Springer. https://doi.org/10.1007/978-3-319-62968-1_28 Stillman, G. y Brown, J. P. (2011). Pre-service secondary mathematics teachers’ affinity with using modelling tasks in teaching years 8-10. En G. Kaiser, W. Blum, R. Borromeo y G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modelling: ICTMA 14 (pp. 289-298). Dordrecht, Países Bajos: Springer. https://doi.org/10.1007/978-94-007-0910-2_29 Tan, L. S. y Ang, K. C. (2013). Pre-service secondary school teachers’ knowledge in mathematical modelling – A case study. En G. A. Stillman, G. Kaiser, W. Blum y J. P. Brown (Eds.), Teaching Mathematical Modelling: Connecting to Research and Practice (pp. 373-383). 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Niss (Eds.), Modelling and Applications in Mathematics Education: The 14th ICMI Study (pp. 441-448). Boston, MA: Springer. https://doi.org/10.1007/978-0-387- 29822-1_49 Winter, M. y Venkat, H. (2013). Pre-service teacher learning for mathematical modellling. En G. A. Stillman, G. Kaiser, W. Blum y J. P. Brown (Eds.), Teaching Mathematical Modelling: Connecting to Research and Practice (pp. 395-404). Dordrecht, Países Bajos: Springer. https://doi.org/10.1007/978-94-007-6540-5_33