International Electronic Journal of Mathematics Education

Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2014 - Volume 9 Issue 1, pp. 3-11
  • Published Online: 02 Feb 2014
  • Article Views: 761 | Article Download: 834
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Almeida LM, Kato LA. Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions. Int Elect J Math Ed. 2014;9(1), 3-11.
APA 6th edition
In-text citation: (Almeida & Kato, 2014)
Reference: Almeida, L. M., & Kato, L. A. (2014). Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions. International Electronic Journal of Mathematics Education, 9(1), 3-11.
Chicago
In-text citation: (Almeida and Kato, 2014)
Reference: Almeida, Lourdes Maria, and Lilian Akemi Kato. "Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions". International Electronic Journal of Mathematics Education 2014 9 no. 1 (2014): 3-11.
Harvard
In-text citation: (Almeida and Kato, 2014)
Reference: Almeida, L. M., and Kato, L. A. (2014). Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions. International Electronic Journal of Mathematics Education, 9(1), pp. 3-11.
MLA
In-text citation: (Almeida and Kato, 2014)
Reference: Almeida, Lourdes Maria et al. "Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions". International Electronic Journal of Mathematics Education, vol. 9, no. 1, 2014, pp. 3-11.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Almeida LM, Kato LA. Different Approaches to Mathematical Modelling: Deduction of Models and Studens' Actions. Int Elect J Math Ed. 2014;9(1):3-11.

Abstract

The idea about a general mathematical modelling process is one of the main components of the studies for teaching and learning mathematical modelling. In this article we are interested in showing that the approaches given to mathematical modelling activities, even if they are in perspective related to learning and instruction, can be distinguished, especially as regards the construction and use of mathematical models. To this end we present two activities that differ primarily in relation to data and methods used to obtain the model: in a situation models are obtained an analyzed from qualitative information while in another situation that construction starts from quantitative data about the phenomenon under study. What the students have to do – the students‟ actions- differ in these different approaches.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.