id: 06540164
dt: a
an: 2016b.00310
au: Vos, Pauline
ti: Authenticity in extra-curricular mathematics activities: researching
authenticity as a social construct.
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, 105-113 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: D30 M10
ut: modeling; extra-curricular activities; authenticity
ci:
li: doi:10.1007/978-3-319-18272-8_8
ab: Summary: In this chapter I study authentic aspects in mathematics
education, in particular with respect to mathematical modelling. I
define ‘authenticity’ as a social construct, building on the French
sociologist Émile Durkheim. For an aspect to be authentic, it needs to
have: (1) an out-of-school origin and (2) a certification of
originality. The study validates this definition, asking: what
authentic aspects can be identified within mathematics education? Data
were collected from the excursion Railway Timetable Dynamics. During
the excursion secondary school students were exposed to research
carried out by university mathematicians on behalf of the National
Railway Company. The authentic aspects were mathematical or
non-mathematical. Often the certification was a testimony by an expert.
rv: