期刊名称：Enseñanza de las ciencias: revista de investigación y experiencias didácticas
印刷版ISSN：2174-6486
出版年度：2014
卷号：32
期号：1
页码：83-100
DOI：10.5565/rev/ensciencias.933
语种：Spanish
出版社：Universitat de València
摘要：Recent research on the teaching and learning of mathematical modelling highlights the existence of strong institutional constraints on the widespread and long-term diffusion of modelling practices into current educational systems. The study of these constraints and the way new teaching proposals can overcome them appear as an unavoidable step for research in mathematics education. Within the framework of the Anthropological theory of the didactic, a hierarchy of levels of didactic codetermination is proposed as a tool to detect and analyse the emergence of these constraints, to know at what level it is necessary to act to improve the conditions for mathematical modelling to exist as a normalized activity. The problem is focused on the special case of the teaching of mathematics in Natural Science faculties, paying particular attention to the constraints arising from the ‘dominant epistemology’ in these institutions.
其他摘要：Recent research on the teaching and learning of mathematical modelling highlights the existence of strong institutional constraints on the widespread and long-term diffusion of modelling practices into current educational systems. The study of these constraints and the way new teaching proposals can overcome them appear as an unavoidable step for research in mathematics education. Within the framework of the Anthropological theory of the didactic, a hierarchy of levels of didactic codetermination is proposed as a tool to detect and analyse the emergence of these constraints, to know at what level it is necessary to act to improve the conditions for mathematical modelling to exist as a normalized activity. The problem is focused on the special case of the teaching of mathematics in Natural Science faculties, paying particular attention to the constraints arising from the ‘dominant epistemology’ in these institutions.
关键词：modelització matemàtica;nivells de codeterminació didàctica;dimensió ecològica;restriccions institucionals;recorreguts d'estudi i investigació;mathematical modelling;levels of didactic codetermination;ecological dimension;institutional constraints;study and research paths;modelización matemática;niveles de codeterminación didáctica;dimensión ecológica;restricciones institucionales;recorridos de estudio e investigación
其他关键词：mathematical modelling; levels of didactic codetermination; ecological dimension; institutional constraints; study and research paths
