Loading...
2 results
Search Results
Now showing 1 - 2 of 2
- Mathematical models and meanings by school and university students in a modelling taskPublication . Carreira, Susana; Baioa, Ana Margarida; Werle de Almeida, Lourdes MariaThis study involves two classes from different educational levels, namely 9th grade and university. Students in both contexts were given a modelling task that required the development of a hand biometrics recognition system, during which they performed experimentation and simulation. As aims of the study, we look for distinctions and commonalities between the models developed in the two classes and seek to know how simulation and experimentation influence students' production of meaning. The theoretical framework comprises the relationship between the modelling process and the prototyping process and adopts Peirce's pragmatic perspective on meaning. The research is of a qualitative nature, assuming the characteristics of a case study. The results reveal many commonalities between the modelling in the two contexts. Moreover, experimentation and simulation were relevant elements for the production of meaning by the students, which is endorsed by a pragmatic perspective on meaning.
- Mathematical thinking about systems – students modeling a biometrics identity verification systemPublication . Baioa, Ana Margarida; Carreira, SusanaThe aim of this study is to understand how students' mathematical thinking is activated and nurtured in solving a modeling problem, where the problem situation involves the design of a system. From a STEM integrated perspective, 9(th) grade students worked on a modeling task aiming to create an identification system based on hand biometrics. The theoretical framework proposes a conceptualization of the interplay between the mathematical modeling process, from a cognitive perspective, and the engineering design process. Central ideas refer to the cyclical nature of both processes and to the sub-processes involved in them. The empirical data were collected in two design-based research cycles with different 9(th) grade classes. The data from the groups' audio and video recording and the students' productions were analyzed under a directed qualitative content analysis informed by theory. The results showed a global pattern in the students' thinking in solving a design system problem. The overlapping and interplay between the mathematical modeling and the design process was a prominent characteristic of students' thinking. The modeling cycle was mirrored by a design cycle, with both running in parallel. System thinking pushed and drove students' mathematical thinking, from the system requirements to the prototype validation.