@article {MATHEDUC.06496873,
author = {P\'erez G\'omez, Rafael},
title = {Problem solving and mathematical modelling in class. (Resoluci\'on de problemas y modelizaci\'on matem\'atica para la clase.)},
year = {2015},
journal = {Uno},
volume = {21},
number = {69},
issn = {1133-9853},
pages = {7-21},
publisher = {Gra\'o, Barcelona},
abstract = {Summary: Problem solving and mathematical modelling are two key mathematical competences. They are closely linked and it is worth investigating what distinguishes them. Given its educational interest, over the last 30 years there have been conferences, books and research papers on modelling, mathematical modelling and how to teach it. And problem solving has been, and still is, the motor of mathematics and mathematics teaching. Over many decades, different methodological models have been put forward for carrying out the teaching-learning process. Where should the balance be struck when designing a mathematics syllabus? Problem solving? Mathematical modelling? This paper presents an example for a mathematics class and analyses a process followed to obtain a mathematical model, the ellipse, based on solving a problem with a group of students by applying Van Hiele's method for class management. It concludes that once the mathematical model has been obtained, it forms part of each student's knowledge and is included within a theoretical field known as conics that will then be applied to solving other problems and to obtain new modes.},
msc2010 = {D50xx (M10xx U70xx)},
identifier = {2015f.00448},
}