Mathematical Modelling and Situations of Tension in Teachers' Pedagogic Practice

被引：0

作者：

Pereira de Oliveira, Andreia Maria ^{[1
,2
,3
]}

Barbosa, Jonei Cerqueira ^{[4
,5
,6
]}

机构：

[1] Univ Estadual Feira de Santana, Dept Ciencias Exatas, Feira De Santana, BA, Brazil

[2] Univ Fed Bahia, Programa Posgrad Ensino Filosofia & Hist Ciencias, BR-41170290 Salvador, BA, Brazil

[3] Univ Estadual Feira Santana UFBA UEFS, Dept Ciencias Exatas, Feira De Santana, BA, Brazil

[4] Univ Fed Bahia, Fac Educ, BR-41170290 Salvador, BA, Brazil

[5] Univ Fed Bahia, Programa Posgrad Ensino Filosofia Hist & Ciencias, BR-41170290 Salvador, BA, Brazil

[6] Univ Estadual Feira Santana UFBA UEFS, Fac Educ, Feira De Santana, BA, Brazil

来源：

BOLEMA-MATHEMATICS EDUCATION BULLETIN-BOLETIM DE EDUCACAO MATEMATICA | 2011年 / 24卷 / 38期

关键词：

Mathematical Modelling; Teachers; Tensions in discourses;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

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.

引用

页码：265 / 296

页数：32

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