La modelación en Matemática Educativa: una práctica para el trabajo de aula en ingeniería

Abstract

A constant concern of mathematical educators is about finding ways to intervene and improve the learning processes of students in math classes, so that school mathematical knowledge, as learned by them, becomes really meaningful and functional in the sense that it can integrate into the world of life to transform itself and the learner too, constantly rebuilding and giving significant enrichment (Suarez y Cordero, 2008). In this regard, the following research studies how the modeling exercise (assumed as a practice) of the phenomenon of cooling, the use of school mathematical knowledge (the linear differential equation of first order) allows engineering students from two courses of differential equations, actively interact and thus can emerge elements that contribute to the re-signify of that mathematical knowledge in particular, without forgetting that what is privileged in this case is the intentional and situated exercise of practice as such and not the mathematical object itself. The research is part of the Mathematics Education discipline and when it is recognized that is in the exercise of practice (social) from which school mathematical knowledge is re-signified, the substrate that gives theoretical basis to this study is the Socio-epistemology.