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Modelling Task Design: Science Teachers’ View

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Mathematical Modelling and Applications

Abstract

A seminar was organised to promote interdisciplinary work between teachers from different departments at a university in order to design pedagogical situations to teach mathematical modelling in the first years of higher education. This chapter presents the views of teachers from different disciplines related to skills needed to work with models in physics, biology and mathematics. The participants discussed how models are present in their courses. They also highlight the students’ skills that are relevant to success in working with models in sciences. The main findings were that interpreting graphs and structuring a model with information from other models are considered relevant competences by the sample of science teachers. The discussion on designing teaching activities also revealed the university teachers’ conceptions regarding mathematical modelling and models.

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Acknowledgements

This work was supported by CONICYT/FONDECYT/POSDOCTORADO/No.3150317 and FONDECYT REGULAR, No. 1151093.

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Authors and Affiliations

  1. Intituto de Matemáticas, Pontificia Universidad Católica de Valparaíso, Blanco Viel 596, Cerro Barón, Valparaíso, Chile

    Carolina Guerrero-Ortiz & Jaime Mena-Lorca

Authors
  1. Carolina Guerrero-Ortiz
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  2. Jaime Mena-Lorca
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Correspondence to Carolina Guerrero-Ortiz .

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Editors and Affiliations

  1. Australian Catholic University, Ballarat, Victoria, Australia

    Gloria Ann Stillman

  2. University of Kassel, Kassel, Germany

    Werner Blum

  3. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

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Guerrero-Ortiz, C., Mena-Lorca, J. (2017). Modelling Task Design: Science Teachers’ View. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_32

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  • DOI: https://doi.org/10.1007/978-3-319-62968-1_32

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-62967-4

  • Online ISBN: 978-3-319-62968-1

  • eBook Packages: EducationEducation (R0)

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