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Supporting mathematical modelling by upscaling real context in a sequence of tasks

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Supporting mathematical modelling by upscaling real context in a sequence of tasks

dc.contributor.author	Albarracín, Lluís
dc.contributor.author	Segura, Carlos
dc.contributor.author	Ferrando, Irene
dc.contributor.author	Gorgorió, Núria
dc.date.accessioned	2023-05-03T15:06:47Z
dc.date.available	2023-05-03T15:06:47Z
dc.date.issued	2022
dc.identifier.citation	Albarracín, Lluís Segura, Carlos Ferrando, Irene Gorgorió, Núria 2022 Supporting mathematical modelling by upscaling real context in a sequence of tasks Teaching Mathematics and its Applications 41 3 183 197
dc.identifier.uri	https://hdl.handle.net/10550/86312
dc.description.abstract	Creating and developing mathematical models to solve real-world problems is a complex task and students often have difficulties in tackling it successfully. The design and implementation of sequences that help students autonomously develop their ability to solve modelling tasks could be a useful scaffolding tool to foster modelling learning. In this paper we present a sequence of estimation tasks in a real context based on what we have called the upscaling technique, which consists of scaling the accessibility and knowledge of the context used. A study with two samples of grade 10 students, experimental and control, has allowed us to find out whether this sequence promotes success in solving complex contextualized estimation problems and whether it helps students to improve their mathematical models.
dc.language.iso	eng
dc.relation.ispartof	Teaching Mathematics and its Applications, 2022, vol. 41, num. 3, p. 183-197
dc.subject	Ciència Ensenyament
dc.subject	Matemàtica Ensenyament
dc.subject	Aprenentatge
dc.title	Supporting mathematical modelling by upscaling real context in a sequence of tasks
dc.type	journal article
dc.date.updated	2023-05-03T15:06:48Z
dc.identifier.doi	10.1093/teamat/hrab027
dc.identifier.idgrec	151516
dc.rights.accessRights	open access