Does collaborative and experiential work influence the solution of real-context estimation problems? A study with prospective teachers
Segura, Carlos (Universitat de València)
Ferrando, Irene (Universitat de València)
Albarracín Gordo, Lluís (Universitat Autònoma de Barcelona)

Fecha:	2023
Descripción:	13 pàg.
Resumen:	Although it is a challenge for primary school teachers, real-context estimation problems can be used as an introduction to mathematical modeling. With this aim, we designed a two-phase activity: in the first phase, 224 prospective teachers developed individual action plans to solve asequence of real-context estimation problems in the classroom; in the second phase, they completed the solution of the same problems working in groups in the real location where the four problems were contextualized. A comparative study showed that, in the second phase, prospective teachers were able to adapt their solutions to contextual features detected in situ that had not been anticipated in the action plans developed during the first phase. Two-phase modeling activities, which permit a comparison of different perspectives on problems, facilitate the experience of collaborative work. These activities could be incorporated into prospective teachers' initial training as a useful resource for improving their problem-solving expertise.
Ayudas:	Ministerio de Ciencia e Innovación PID2021-126707NB-I00 Ministerio de Economía, Industria y Competitividad EDU2017-84377-R Agència de Gestió d'Ajuts Universitaris i de Recerca 2021-SGR-00159
Nota:	Altres ajuts: acords transformatius de la UAB
Nota:	Altres ajuts: UV-INV-AE-1557785 (Universitat de València)
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Mathematical modeling ; Fermi problems ; Estimation ; Prospective primary school teachers ; Real context ; In-situ mathematical activities
Publicado en:	Journal of Mathematical Behavior, Vol. 70 (2023) , article number 101040, ISSN 0732-3123

DOI: 10.1016/j.jmathb.2023.101040

13 p, 2.4 MB

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