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: 355-368
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 teaching-learing 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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