id: 06540159
dt: a
an: 2016b.00838
au: de Almeida, Lourdes Maria Werle; da Silva, Karina Alessandra Pessoa
ti: The meaning of the problem in a mathematical modelling activity.
so: Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education
research and practice. Cultural, social and cognitive influences. Cham:
Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook).
International Perspectives on the Teaching and Learning of Mathematical
Modelling, 45-54 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: M10 D50
ut: modeling; meaning of a problem; interpretation
ci:
li: doi:10.1007/978-3-319-18272-8_3
ab: Summary: In this chapter we present a reflection on the assignment of
meaning associated with the problem identified and solved in a
mathematical modelling activity. Initially, we present our
understanding of the notions of problem and mathematical modelling. To
treat the meaning issue about the problem in modelling activities we
have based our approach in Peircean Semiotics where the meaning is
associated with the generation of interpretants during the development
of activities. To illustrate our understanding, we describe briefly,
the case of a modelling activity developed by students in a mathematics
degree course, presenting the generation of interpretants by one
student and indications of meaning assignment for the problems revealed
by him.
rv: