Modelización en la educación matemática. Tendencias, perspectivas e implicancias en la formación de profesores

• Guerrero-Ortiz, Carolina ^[1]
  1. [1] Pontificia Universidad Católica de Valparaíso

     Pontificia Universidad Católica de Valparaíso

     Valparaíso, Chile

     
• Localización: Revista Venezolana de Investigación en Educación Matemática: (REVIEM), ISSN-e 2739-039X, Vol. 4, Nº. 3, 2024 (Ejemplar dedicado a: Estudios sobre Modelación Matemática: avances teóricos y empíricos), págs. 29-29
• Idioma: español
• DOI: 10.54541/reviem.v4i3.117
• Títulos paralelos:
  • Modelagem na educação matemática. Tendências, perspectivas e implicações na formação de professores
  • Modeling in mathematics education. Trends, perspectives and implications in teacher education
• Enlaces
  • Texto completo
• Resumen
  • español

    Con base en la presentación de un breve recorrido de la investigación en modelización matemática, en este artículo se identifican y analizan las principales tendencias y perspectivas que han marcado la evolución de la investigación en esta línea de estudio. Entre estas se incluyen aproximaciones a la definición de modelización matemática, el uso de tecnologías digitales, la interdisciplinariedad, la integración curricular, la formación docente y el conocimiento del profesor, entre otras. De esta manera, se identifican elementos clave del conocimiento del profesor que deberían fortalecerse en los programas de formación docente. Finalmente, se presenta una propuesta de formación que contribuye al desarrollo del conocimiento del profesor, al transitar de experimentar la modelización por sí mismo a diseñar e implementar actividades de enseñanza. Concluimos argumentando sobre cómo elementos clave que emergen de la literatura, aún sujetos a debate y confusión, podrían estructurarse en los programas de formación docente para contribuir al desarrollo del conocimiento tecnológico y pedagógico para la enseñanza de la modelización matemática.

  • English

    Based on a brief overview of research in mathematical modelling, this article identifies and analyzes the main trends and perspectives that have shaped the evolution of research in this field. Among these are approaches to the definition of mathematical modelling, the use of digital technologies, interdisciplinarity, curriculum integration, teacher education, and teacher knowledge, among others. In this way, key elements of teacher knowledge that should be strengthened in teacher education programs are identified. Finally, to contribute to the development of teacher knowledge a teacher training is proposed, which initially promotes experimentation with modelling and subsequently the design and implementation of teaching activities. We conclude by discussing how key elements emerging from the literature, still subject to debate and confusion, could be structured in teacher education programs to support the development of technological and pedagogical knowledge for the teaching of mathematical modelling.

  • português

    Com base na apresentação de um breve panorama da pesquisa em modelagem matemática, este artigo identifica e analisa as principais tendências e perspectivas que marcaram a evolução da pesquisa nesta linha de estudo. Entre estas, incluem-se abordagens para a definição de modelagem matemática, o uso de tecnologias digitais, a interdisciplinaridade, a integração curricular, a formação de professores e o conhecimento docente, entre outros. Dessa forma, identificam-se elementos-chave do conhecimento do professor que devem ser fortalecidos nos programas de formação docente. Finalmente, apresenta-se uma proposta de formação que contribui para o desenvolvimento do conhecimento do professor, ao transitar da experimentação da modelagem de forma independente para o design e a implementação de atividades de ensino. Concluímos argumentando como elementos-chave que emergem da literatura, ainda sujeitos a debate e confusão, poderiam ser estruturados nos programas de formação docente para contribuir ao desenvolvimento do conhecimento tecnológico e pedagógico para o ensino da modelagem matemática.

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