Relations between the mathematical modelling and the inquiry processes from the perspective of mathematical learning
DOI:
https://doi.org/10.48489/quadrante.23590Keywords:
co-disciplinary teaching, middle grades, history, didactic suitability, inquiry, mathematical modellingAbstract
This article presents the results of a study aiming to identify the relations that can be established between the mathematical modelling and the inquiry processes, based on the implementation of a co-disciplinary didactic sequence on mathematics and history, with students aged 13-14 from a secondary school in Badalona (Catalonia, Spain). A problem situation from a real context was posed about an archaeological site in the city of the participants. It motivated them to carry out an inquiry where they developed different models in order to provide plausible and argued solutions to the problem. The processes of modelling and inquiry that emerged at different moments of the implementation were analysed, seeking to establish possible conclusions about the relation between both processes. Concerning the findings, it is highlighted that when the data obtained from the inquiry process are able to be mathematised, processes of mathematical modelling occur and the answers given by the students are more precise and justified; therefore, as expected in the designed planning, the didactic sequence presents a considerable wealth of mathematical processes, which particularly entails a highly positive view on its epistemic suitability.
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