Ideas de profesores de matemáticas sobre modelos matemáticos: un panorama diverso

• Autores: Alfredo Bautista Arellano , Michelle H. Wilkerson Jerde, Roger G. Tobin, Bárbara M. Brizuela
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 9, Nº. 1, 2014, págs. 1-28
• Idioma: español
• DOI: 10.30827/pna.v9i1.6107
• Títulos paralelos:
  • Mathematics teachers’ ideas about mathematical models: a diverse landscape
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• Resumen
  • español

    Este artículo describe las ideas que tienen profesores de matemáticas (grados 5-9) acerca de los modelos matemáticos de fenómenos del mundo real y explora cómo esas ideas difieren dependiendo de la formación académica de los profesores. Analizamos las respuestas de 56 profesores en ejercicio estadounidenses a tres preguntas abiertas, mediante un análisis de contenido. Identificamos un panorama variado de ideas sobre las entidades que constituyen el modelo matemático, sobre si los datos pertenecen o no al modelo, y sobre si el modelo es más o menos informativo que los datos. Encontramos diferencias interesantes entre profesores con y sin formación matemática.

  • English

    This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers’ ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers’ written responses to three open-ended questions through content analysis. A varied landscape of ideas was identified. Teachers referred to different entities as constituting models, expressed different ideas about whether data points can be part of models, and whether models convey more information than data. Interesting differences according to educational background were identified, especially between teachers with and without mathematics backgrounds.

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