Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?

Gemma Sala Sebastià,Vicenç Font,Berta Barquero

doi:10.3390/math9151714

Abstract

International research has pointed out the importance of integrating mathematical modeling and inquiry processes into the teaching and learning of mathematics. This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same model with a view to using them when designing and implementing interdisciplinary teaching sequences. After presenting a synthesis of the literature review, our theoretical approach to inquiry and modeling for the analysis of an interdisciplinary teaching sequence will be introduced. We focus here on the case of an inquiry situation in an archaeological context where mathematics and history are interrelated. It was implemented at secondary school level with students aged 13–14. We use this particular case study to analyze the appearance of both processes, in order to look for coincidences, concatenations and synergies. The main result is an integrative model for the joint analysis of both processes.

Highlights

Current trends in the teaching of mathematics reveal that the extensive mathematical education community has reached a consensus on how to improve the teaching of the subject
This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same model with a view to using them when designing and implementing interdisciplinary teaching sequences
To analyze inquiry processes and modeling processes we could use either one of the pre-existing analytical models for each type of process, which correspond to specific conceptualizations of what inquiry and modeling consist of, could be used

Summary

Introduction

Current trends in the teaching of mathematics reveal that the extensive mathematical education community has reached a consensus on how to improve the teaching of the subject. One such trend emphasizes the importance of problem solving and modeling (see, for instance, [1,2]). To “know mathematics” is supposed to include the competence of using mathematics in and applying it to real-life extra-mathematical situations. In some countries, this recent trend has led to competence-based curricula including inquiry and modeling competences. A wide range of international studies, such as the TIMSS study [3] or the Programme for International Students Assessment (PISA) [4,5], provide significant recommendations with regard to integrating inquiry and modeling competences in school curricula

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