In this article are the results of research of empirical data from two pedagogical experiences using Mathematical Modeling with two groups: one with 28 students from the last period of a course of
mathematics teachers, and another with 21 teachers of a course of continuing education. The objectives of the course were: teach Mathematical Modeling, and in sequence, modeling as a method
of teaching. The data about the interest for the proposal and the need of the two groups in learning modeling for use in practice was raised from interviews and issues raised and works done by them. Even though the importance of Mathematical Modeling as a method of teaching is not underestimated, some aspects exemplify the difficulties for the participants in changing the concept of teaching and
learning: formation of the participants and the need for formation.
Key-words: Mathematical Modeling, possibilities and challenges.
| Identifer | oai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:1677 |
| Date | 12 April 2012 |
| Creators | Salett Biembengut, Maria |
| Contributors | HTW Dresden |
| Source Sets | Hochschulschriftenserver (HSSS) der SLUB Dresden |
| Language | English |
| Detected Language | English |
| Type | doc-type:conferenceObject, info:eu-repo/semantics/conferenceObject, doc-type:Text |
| Source | Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 60 - 63 |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | urn:nbn:de:bsz:14-qucosa-79236, qucosa:1658 |
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