Engaging Students in Mathematical Modelling and Problem Posing Activities
AbstractIn this paper we want discuss the results of some teaching experiences based on the classroom activities that are more easily related to the experiential world of the student and consistent with a sense-making disposition. They make extensive use of cultural artifacts that could prove to be useful instruments in creating a new tension between school mathematics and real world with its incorporated mathematics. The classroom activities are also based on the use of a variety of complementary, integrated, and interactive teaching methods, and on the introduction of new socio-mathematical norms, in an attempt to create a substantially modified teaching/learning environment.
The idea is not only to motivate students with everyday-life contexts but also to look for contexts that are experientially real for the students and can be used as starting points also for progressive mathematization, in order to favour a mindful approach toward realistic mathematical modeling and a problem-posing attitude as encouraged by recent Italian document for new curricula.
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