Mathematical Modelling and Situations of Tension in Teachers' Pedagogic Practice

In this paper, our aim is to present and to analyze the situations of tension when three teachers developed mathematical modelling for the first time in their pedagogic practices. To analyse the situations of tension, we used a theoretical category tension in discourses based on concepts of Bernstein's theory. The data regarding the qualitative research were collected through observations, interviews and documents. The results point out the following situations of tension that generated tensions in discourses: students' involvement in the discussion of the theme, planning of the modelling enviroment, the students' organization to accomplish activities and presentation of students' answers. The situations of tension and tensions in discourses are the result of the discontinuities among the present discourses in the pedagogic practice and the discourse on modelling.