Mathematical modeling projects oriented towards social impact as generators of learning opportunities : a case study
Albarracín Gordo, Lluís (Universitat Autònoma de Barcelona. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals)
Gorgorió Solà, Núria (Universitat Autònoma de Barcelona. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals)

Data:	2020
Resum:	This paper presents a case study carried out at an elementary school that led to a characterization of mathematical modeling projects aimed at generating social impact. It shows their potential as generators of mathematical learning opportunities. In the school project, upper-grade students (sixth grade, 11-year-olds) studied the way in which the rest of the students at the institution traveled from their homes to school. Its purpose was to identify risk points from the standpoint of road safety and to develop a set of recommendations so that all the children could walk safely to school. In our study, we identified, on the one hand, the mathematical learning opportunities that emerged during the development of the project and, on the other, the mathematical models created by the students. We discuss the impact of the project on the different groups in the school community (other students, parents, and teachers). We conclude with a characterization of the mathematical modeling projects oriented towards social impact and affirm that they can be generators of mathematical learning opportunities.
Ajuts:	Agència de Gestió d'Ajuts Universitaris i de Recerca 2017/SGR-497 Ministerio de Economía y Competitividad EDU2017-82427-R
Drets:	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.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Mathematical modeling ; Modeling projects ; Elementary school ; Learning opportunities
Publicat a:	Mathematics, Vol. 8, núm. 11 (2020) , p. e2034, ISSN 2227-7390

DOI: 10.3390/math8112034

20 p, 10.5 MB

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