Aplicación de Actividades de modelización matemática en la educación secundaria costarricense

Abstract

This paper describes the experience gained in implementing mathematical modeling activities as a methodological strategy in teaching issues such as proportions, with a group of eighth year of an academic-day-school, located in the province of San Jose, Costa Rica in 2012. Different techniques for gathering information were applied, such as participant observation and questionnaires. Among the relevant results are the cyclical development of mathematical thinking of students in the stages of mathematical modeling (description, manipulation, prediction and validation) for solving the problem; developing of teamwork skills; and appreciation of mathematics as a useful and effective discipline. To resolve the activities proposed in this study, social interactions such as sharing information, thoughts and ideas, were generated, stimulating the zone of proximal development of the participating students. Likewise, the mathematical modeling activities allowed students to have a positive role in mathematics classes, stimulating, in turn, a different attitude compared to regular classes.