期刊名称：Bolema: Mathematics Education Bulletin = Bolema: Boletim de Educação Matemática
印刷版ISSN：1980-4415
出版年度：2008
卷号：21
期号：30
页码：131-147
语种：Portuguese
出版社：UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
摘要：The mathematical modelling has been presented in literature as an efficient way of contextualizing of elementary mathematical concepts, and as a possibility to the students living a researcher experience. But its use as a mathematic teaching method still presents questions to be explained from the educational point of view. This article analyses two kinds of use of modelling on the teaching, and treats the possible teaching results: as a part of a didactic sequence and as a didactic sequence generated from a real problem. The conclusions consider that the teaching resultant of didactic sequences of modelling is: an integrator of concepts and develops the ability to associate the mathematical concepts to the real situations; the teaching is, in a general analysis, incomplete when relationed to the learning of planned contents, needing other didactics sequences; and the modelling, when is complemented with didactic sequences, contributes to a more significant learning, without losing its characteristic of investigation of problems. Keywords: Mathematical Modelling at Teaching. Didactic Engineering. Mathematics Teaching.
其他摘要：The mathematical modelling has been presented in literature as an efficient way of contextualizing of elementary mathematical concepts, and as a possibility to the students living a researcher experience. But its use as a mathematic teaching method still presents questions to be explained from the educational point of view. This article analyses two kinds of use of modelling on the teaching, and treats the possible teaching results: as a part of a didactic sequence and as a didactic sequence generated from a real problem. The conclusions consider that the teaching resultant of didactic sequences of modelling is: an integrator of concepts and develops the ability to associate the mathematical concepts to the real situations; the teaching is, in a general analysis, incomplete when relationed to the learning of planned contents, needing other didactics sequences; and the modelling, when is complemented with didactic sequences, contributes to a more significant learning, without losing its characteristic of investigation of problems. Keywords: Mathematical Modelling at Teaching. Didactic Engineering. Mathematics Teaching.
