Experimental Activities with Technologies in Mathematical Modeling Scenarios

Abstract

This article analyses the realization of experimental activities carried out by groups of second-year students from a secondary school in Córdoba (Argentina), within the framework of open modelling projects with the free use of technologies. The students developed these projects in modeling scenarios created in their mathematics classes. Our research seeks to investigate: 1) the learning of students participating in active mathematical modeling scenarios with experimental activities and digital technologies and, 2) the role that digital technologies play in modeling processes that involve experimental activities. In theoretical terms, the perspective of situated learning and the epistemological vision embedded in the humans-with-media construct are adopted. Learning is evidenced by the participation of students in different phases of mathematical modeling processes developed in local communities of practice in the educational context.The digital technologies most used by the students were their cell phones and cameras, to record experiments and take measurements, and mathematical software to represent graphs and communicate results. These uses were related to the experimentation and resolution phases. The in-depth analysis of a particular project shows the potential and creative use of various digital technologies in these phases. It is important to note that the study provides an example that responds to curricular recommendations around the inclusion of modeling and the use of technologies in mathematics classes. Finally, we reflect on the importance, for teacher education, of living experiences such as the one reported in this study.

Keywords:
Mathematical modeling; Digital Technologies; Experimental activities; Situated learning; Secondary school