The praxeological equipment for the didactic problem of mathematical modeling
DOI:
https://doi.org/10.5007/1981-1322.2021.e82061Abstract
This article deals with the problematic of the teaching profession in mathematical modeling, that is, what to teach and how to teach modeling, and the proposition of a theoretical-methodological infrastructure aimed at tackling this problem. The objective was to build a theoretical-methodological infrastructure based on resources from the anthropological theory of the didactic. For this, a modeling technique is proposed based on the didactics of the study and investigation path and, more inclusively, on three didactic gestures that preserve the cyclical character of the process. The results from empirical experiments under the guidance of the proposed technique allowed the proposition of a praxeological equipment useful, if not indispensable, called investigative cycle of mathematical modeling, as we assume that this praxeological organization constitutes a possible answer to facing the problem of the teaching profession. In addition, future perspectives on the investigative cycle as a doubly functional didactic device for teaching and research are addressed.
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