MATHEMATICAL AND PSYCHOLOGICAL MODELLING IN MATHEMATICS EDUCATION

Modelling of the structure of problems in mathematics education is of great importance for teachers at all levels of school mathematics. The paper focuses on psychological and mathematical modelling in mathematics education. Teachers' activity in reality of their mathematics classrooms usually lies between these two perspectives. In the paper, it is shown that each of these two perspectives if separate influences mathematical education in a limited extent: purely mathematical modelling used as a didactical tool limits to teaching savoirs only instead of connaissance (the answer to the question "How?" instead of "Why?"), while psychological modelling leads to taking off from the dimension of savoirs.