Abstract

This chapter presents the mapping of the Brazilian mathematics teacher education courses that have the subject of mathematical modelling (MM) or mathematics education dealing with MM. The goal is to identify the conceptions and tendencies of modelling in these subjects. This study is a document analysis since the data come from the course syllabuses and a questionnaire directed at professors. This questionnaire sought to provide information about the development of MM teaching. In Brazil, out of the 413 courses, 183 have the subject of mathematical modelling or mathematics education dealing with MM. The analysis indicated three conceptions of MM and as a consequence, three tendencies, which represent the contributions of professors that aim at enhancing knowledge.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.