東華大學圖書館 |

Mathematical modelling programs in Latin America = a collaborative context for social construction of knowledge for educational change /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematical modelling programs in Latin America/ edited by Milton Rosa ... [et al.].
Reminder of title:	a collaborative context for social construction of knowledge for educational change /
other author:	Rosa, Milton.
Published:	Cham :Springer International Publishing : : 2022.,
Description:	xvii, 414 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	PART I -- Introduction -- Chapter 1 Modelling in the life of people: an alternative program for teaching and learning of mathematics -- PART II Ethnomathematics and Ethnomodelling: Empirical Work, TheoreticalMethodological Approaches, and Research Questions -- Chapter 2 Conceptualizing positive deviance in ethnomodelling research: creatively insubordinating and responsably subverting mathematics education -- Chapter 3 Ethnomodelling as an alternative to Basic Education: perceptions of members of a research project -- Chapter 4 Ethnomodelling aspects of positionality between local and global knowledge through glocalization: a case of a farmer vendor -- Chapter 5 Ethnomodeling as a pedagogical action in diverse contexts by using dialogical knowledge -- Chapter 6 Ethnomodelling: weaving networks between academic mathematical knowledge and cultural knowledge in the southeastern region of Tocantins -- Chapter 7 Mathematical Analysis of the Ceramic Designs of the Pre-Columbian Cultures of Ecuador through Ethnomodelling with a Sociocultural Approach -- PART III Interdisciplinary Ecosystems: Empirical Work, Theoretical-Methodological Approaches, and Research Questions -- Chapter 8 Analyzing the availability of renewable energy resources in a project in real context: a framework for making sense of learning -- Chapter 9 Descriptive and prescriptive modeling in a math class project: disciplinary concepts participating in the construction of arguments for decision-making -- Chapter 10 Designing and building a mobile support for solar panels: a project for 12-year-old students that required mathematical modelling and more -- Chapter 11 From an epistemological approach to an epistemic one: reference change in the looks of math teachers in real context projects -- PART IV Mathematics and People: Empirical Work, Theoretical-Methodological Approaches, and Research Questions -- Chapter 12 A category of modelling: the uses and learning of mathematical knowledge in different scenarios -- Chapter 13 Modelling and anticipation of graphical behaviors in Industrial Chemical Engineering: the role of transversality of knowledge in learning mathematics -- Chapter 14 Category of modelling and reproduction of behaviours in other disciplines: the teaching of mathematics and engineering -- Chapter 15 The disciplinary identity in initial mathematics teacher training and people's category of modelling: a valorization of the knowledge of the learner -- Chapter 16 Contemporary learning in the interaction of the human with data, via technology-mediated graphics: the discourse-representation dialogue in mathematics -- Capítulo 17 Modelling of natural phenomena as a source to re-signify mathematical knowledge: some examples -- Part V -- Conclusion The Mathematical Teaching and Learning Process through Mathematical Modelling: Educational Change in Latin America.
Contained By:	Springer Nature eBook
Subject:	Mathematical models. -
Online resource:	https://doi.org/10.1007/978-3-031-04271-3
ISBN:	9783031042713

Mathematical modelling programs in Latin America = a collaborative context for social construction of knowledge for educational change /
Mathematical modelling programs in Latin Americaa collaborative context for social construction of knowledge for educational change /[electronic resource] :edited by Milton Rosa ... [et al.]. - Cham :Springer International Publishing :2022. - xvii, 414 p. :ill. (some col.), digital ;24 cm.

PART I -- Introduction -- Chapter 1 Modelling in the life of people: an alternative program for teaching and learning of mathematics -- PART II Ethnomathematics and Ethnomodelling: Empirical Work, TheoreticalMethodological Approaches, and Research Questions -- Chapter 2 Conceptualizing positive deviance in ethnomodelling research: creatively insubordinating and responsably subverting mathematics education -- Chapter 3 Ethnomodelling as an alternative to Basic Education: perceptions of members of a research project -- Chapter 4 Ethnomodelling aspects of positionality between local and global knowledge through glocalization: a case of a farmer vendor -- Chapter 5 Ethnomodeling as a pedagogical action in diverse contexts by using dialogical knowledge -- Chapter 6 Ethnomodelling: weaving networks between academic mathematical knowledge and cultural knowledge in the southeastern region of Tocantins -- Chapter 7 Mathematical Analysis of the Ceramic Designs of the Pre-Columbian Cultures of Ecuador through Ethnomodelling with a Sociocultural Approach -- PART III Interdisciplinary Ecosystems: Empirical Work, Theoretical-Methodological Approaches, and Research Questions -- Chapter 8 Analyzing the availability of renewable energy resources in a project in real context: a framework for making sense of learning -- Chapter 9 Descriptive and prescriptive modeling in a math class project: disciplinary concepts participating in the construction of arguments for decision-making -- Chapter 10 Designing and building a mobile support for solar panels: a project for 12-year-old students that required mathematical modelling and more -- Chapter 11 From an epistemological approach to an epistemic one: reference change in the looks of math teachers in real context projects -- PART IV Mathematics and People: Empirical Work, Theoretical-Methodological Approaches, and Research Questions -- Chapter 12 A category of modelling: the uses and learning of mathematical knowledge in different scenarios -- Chapter 13 Modelling and anticipation of graphical behaviors in Industrial Chemical Engineering: the role of transversality of knowledge in learning mathematics -- Chapter 14 Category of modelling and reproduction of behaviours in other disciplines: the teaching of mathematics and engineering -- Chapter 15 The disciplinary identity in initial mathematics teacher training and people's category of modelling: a valorization of the knowledge of the learner -- Chapter 16 Contemporary learning in the interaction of the human with data, via technology-mediated graphics: the discourse-representation dialogue in mathematics -- Capítulo 17 Modelling of natural phenomena as a source to re-signify mathematical knowledge: some examples -- Part V -- Conclusion The Mathematical Teaching and Learning Process through Mathematical Modelling: Educational Change in Latin America.

This book is about the unique, sophisticated, and rigorous study of mathematics in Latin America developed over centuries of cultural exchange between Europe, North, and South America. More specifically, the book explores the tradition of mathematical modelling, introduced a century ago. This modelling was adapted to assist members of distinct communities to draw information about their own realities through the elaboration of representations, which generate mathematical knowledge that deals with creativity and invention. The book provides empirical evidence that a category of mathematical modelling developed in Latin America assesses the horizontal and reciprocal relations between mathematics (school/non-school contexts) and the real world. These relations provide an epistemological and ontological change, where mathematical knowledge of the others is recognized on a horizontal plane. Further, they oblige mathematics teachers and students to understand as a community of knowledge that builds their own mathematical categories of their environment governed by the reciprocal relationships between academic knowledge and functional knowledge. The dimensions of the relationships make up a frame of reference that guides educational change in mathematics. The book presents an inquiry-based approach of three Latin American modelling programs: ethnomodelling, transversality of knowledge, and reasoned decision-making. Each one, with its respective theoretical and methodological foundations related to ethnomathematics and mathematical modelling, socioepistemology, and the attribution of meaning to learning. Undoubtedly, the three mathematical modelling programs, independently, provide educational gains, each with its levels of specificity and loyal to its philosophical, theoretical, and methodological principles. However, the book places them together, organized by axes, to define a corpus of mathematical knowledge that envisions profound educational change through the development of different approaches of mathematical modelling. The authors of the 18 chapters in this book, who represent the diversity of Latin America, are from eight countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Honduras, and Mexico. They were invited to share their ideas, perspectives, and discuss investigations that represent a rich sample of three Latin American perspectives on mathematical modelling.

ISBN: 9783031042713

Standard No.: 10.1007/978-3-031-04271-3doiSubjects--Topical Terms:

522882
Mathematical models.

LC Class. No.: QA401 / .M37 2022

Dewey Class. No.: 511.8

Mathematical modelling programs in Latin America = a collaborative context for social construction of knowledge for educational change /
LDR:06434nmm a2200349 a 4500 001 2302577
003 DE-He213
005 20220706160118.0
006 m d
007 cr nn 008maaau
008 230409s2022 sz s 0 eng d
020 $a 9783031042713 $q (electronic bk.)
020 $a 9783031042706 $q (paper)
024 7 $a 10.1007/978-3-031-04271-3 $2 doi
035 $a 978-3-031-04271-3
040 $a GP $c GP
041 0 $a eng
050 4 $a QA401 $b .M37 2022
072 7 $a JNU $2 bicssc
072 7 $a PB $2 bicssc
072 7 $a EDU029010 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PB $2 thema
082 0 4 $a 511.8 $2 23
090 $a QA401 $b .M426 2022
245 0 0 $a Mathematical modelling programs in Latin America $h [electronic resource] : $b a collaborative context for social construction of knowledge for educational change / $c edited by Milton Rosa ... [et al.].
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a xvii, 414 p. : $b ill. (some col.), digital ; $c 24 cm.
505 0 $a PART I -- Introduction -- Chapter 1 Modelling in the life of people: an alternative program for teaching and learning of mathematics -- PART II Ethnomathematics and Ethnomodelling: Empirical Work, TheoreticalMethodological Approaches, and Research Questions -- Chapter 2 Conceptualizing positive deviance in ethnomodelling research: creatively insubordinating and responsably subverting mathematics education -- Chapter 3 Ethnomodelling as an alternative to Basic Education: perceptions of members of a research project -- Chapter 4 Ethnomodelling aspects of positionality between local and global knowledge through glocalization: a case of a farmer vendor -- Chapter 5 Ethnomodeling as a pedagogical action in diverse contexts by using dialogical knowledge -- Chapter 6 Ethnomodelling: weaving networks between academic mathematical knowledge and cultural knowledge in the southeastern region of Tocantins -- Chapter 7 Mathematical Analysis of the Ceramic Designs of the Pre-Columbian Cultures of Ecuador through Ethnomodelling with a Sociocultural Approach -- PART III Interdisciplinary Ecosystems: Empirical Work, Theoretical-Methodological Approaches, and Research Questions -- Chapter 8 Analyzing the availability of renewable energy resources in a project in real context: a framework for making sense of learning -- Chapter 9 Descriptive and prescriptive modeling in a math class project: disciplinary concepts participating in the construction of arguments for decision-making -- Chapter 10 Designing and building a mobile support for solar panels: a project for 12-year-old students that required mathematical modelling and more -- Chapter 11 From an epistemological approach to an epistemic one: reference change in the looks of math teachers in real context projects -- PART IV Mathematics and People: Empirical Work, Theoretical-Methodological Approaches, and Research Questions -- Chapter 12 A category of modelling: the uses and learning of mathematical knowledge in different scenarios -- Chapter 13 Modelling and anticipation of graphical behaviors in Industrial Chemical Engineering: the role of transversality of knowledge in learning mathematics -- Chapter 14 Category of modelling and reproduction of behaviours in other disciplines: the teaching of mathematics and engineering -- Chapter 15 The disciplinary identity in initial mathematics teacher training and people's category of modelling: a valorization of the knowledge of the learner -- Chapter 16 Contemporary learning in the interaction of the human with data, via technology-mediated graphics: the discourse-representation dialogue in mathematics -- Capítulo 17 Modelling of natural phenomena as a source to re-signify mathematical knowledge: some examples -- Part V -- Conclusion The Mathematical Teaching and Learning Process through Mathematical Modelling: Educational Change in Latin America.
520 $a This book is about the unique, sophisticated, and rigorous study of mathematics in Latin America developed over centuries of cultural exchange between Europe, North, and South America. More specifically, the book explores the tradition of mathematical modelling, introduced a century ago. This modelling was adapted to assist members of distinct communities to draw information about their own realities through the elaboration of representations, which generate mathematical knowledge that deals with creativity and invention. The book provides empirical evidence that a category of mathematical modelling developed in Latin America assesses the horizontal and reciprocal relations between mathematics (school/non-school contexts) and the real world. These relations provide an epistemological and ontological change, where mathematical knowledge of the others is recognized on a horizontal plane. Further, they oblige mathematics teachers and students to understand as a community of knowledge that builds their own mathematical categories of their environment governed by the reciprocal relationships between academic knowledge and functional knowledge. The dimensions of the relationships make up a frame of reference that guides educational change in mathematics. The book presents an inquiry-based approach of three Latin American modelling programs: ethnomodelling, transversality of knowledge, and reasoned decision-making. Each one, with its respective theoretical and methodological foundations related to ethnomathematics and mathematical modelling, socioepistemology, and the attribution of meaning to learning. Undoubtedly, the three mathematical modelling programs, independently, provide educational gains, each with its levels of specificity and loyal to its philosophical, theoretical, and methodological principles. However, the book places them together, organized by axes, to define a corpus of mathematical knowledge that envisions profound educational change through the development of different approaches of mathematical modelling. The authors of the 18 chapters in this book, who represent the diversity of Latin America, are from eight countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Honduras, and Mexico. They were invited to share their ideas, perspectives, and discuss investigations that represent a rich sample of three Latin American perspectives on mathematical modelling.
650 0 $a Mathematical models. $3 522882
650 0 $a Mathematics $z Latin America. $3 3603045
650 1 4 $a Mathematics Education. $3 637497
650 2 4 $a Social Justice. $3 712802
650 2 4 $a Sociology of Education. $3 1001905
700 1 $a Rosa, Milton. $3 2191416
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-031-04271-3
950 $a Education (SpringerNature-41171)