Riv. Mat. Univ. Parma, Vol. 14, No. 2, 2023
Chiara Andrà ^{[a]} and Francesca Martignone ^{[b]}
Challenges in modelling in early years of school: The case of Adele
Pages: 355368
Received: 28 April 2022
Accepted in revised form: 28 April 2023
Mathematics Subject Classification: 97M10, 97C70.
Keywords: Mathematics education, primary school teaching, learning mathematical modelling.
Authors address:
[a]: University of Eastern Piedmont, Dept. for Sustainable Development and Ecological Transition, Vercelli, Italy
[b]: University of Eastern Piedmont, Dept. of Sciences and Technological Innovation, Alessandria, Italy
This research was partially supported by Fondi di Ateneo per la Ricerca (FAR2017), University of Eastern Piedmont.
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Abstract:
The present paper aims at discussing the challenges for teachers in teaching mathematical modelling in primary school.
We first argue about a working definition of mathematical modeling in teachinglearing activites carried out in the
early years of school. Subsequently, a model for the specialised knowledge of mathematics teacher is recalled and
specified to the case of modelling in primary school, and a single case of a teacher, fictitiously named Adele,
is analysed as an example. This case study allows us to link and highlight some aspects related to a teacher's knowledge
and beliefs about teaching and learning mathematics and in particular about modelling activities in primary school.
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