| 1. |
|
|
| 2. |
- Albarracín, Lluís, et al.
(author)
-
Esquemas de resolución de problemas de Fermi como herramienta de diseño y gestión para el profesor [Fermi problem activity templates as a design and managementtool for the teacher]
- 2022
-
In: Educación Matemática. - : Sociedad Mexicana de Investigacion y Divulgacion de la Educacion Matematica A. C.. - 2448-8089. ; 34:2, s. 289-309
-
Journal article (peer-reviewed)abstract
- Se presenta una caracterización de las resoluciones posibles a unproblema de Fermi a partir de los Esquemas de Resolución de Problemas deFermi (ERPF). El artículo presenta la fundamentación teórica basada en inves-tigaciones previas sobre problemas de Fermi en Educación Matemática y otroscampos de investigación que permite identificar las cuatro actividades princi-pales que pueden utilizarse al resolverlos. Estas actividades son la estimaciónrazonada, la experimentación, la búsqueda de datos de fuentes fiables y larecogida y tratamiento estadístico de datos. A partir de estas actividades seconcretan los ERPF y se discuten sus posibilidades como herramientas parala gestión y el diseño de actividades de aula. Se incluyen ejemplos concretosde propuestas de aula para sustentar tanto el trabajo de los alumnos comolas opciones de diseño de actividades y gestión que habilitan los ERPF parafomentar la resolución de problemas y la modelización matemática.
|
|
| 3. |
- Albarracín, Lluís, et al.
(author)
-
Exploring the use of Fermi problems and the FRAT-framework with pre-service primary teachers to bring real-life contexts into classrooms
- 2021
-
In: The relation between mathematics education research and teachers’ professional development. Proceedings of MADIF13. The thirteenth research seminar of the Swedish Society for Research in Mathematics Education. ; , s. 81-91
-
Conference paper (peer-reviewed)abstract
- In this paper we analyse 11 pairs of pre-service primary teachers’ solutions to twoFermi problems. The solutions were expressed using the descriptive and analytic FPATframework (Fermi problem Activity Template), and our analysis focus on characterizingthe FPAT representations produced by the pre-service teachers. The results show thatalmost half of the produced FPATs in principle solved the problems but that only threesolutions provided enough detail to be practically implementable. Multiple keyconstructs were used to structure the solutions in the first problem, but not so in thesecond problem. The variation of different activities and ways of working suggested insolving the sub-problems in the two problems also differ in a significant way.
|
|
| 4. |
- Albarracín, Lluís, et al.
(author)
-
Extending Modelling Activity Diagrams as a tool to characterise mathematical modelling processes
- 2019
-
In: The Mathematics Enthusiast. - Missoula, United States : Montana Council of Teachers of Mathematics. - 1551-3440. ; 16:1
-
Journal article (peer-reviewed)abstract
- In this paper, we present a qualitative study in which we analyse the video-recordings of four groups of students solving Fermi Problems. Previous studies show that Secondary School students solve this type of problems using complex problem solving processes and developing mathematical models. In order to analyse the students’ problem solving processes, so-called Modelling Activity Diagrams were used. The results of the present study demonstrate that solving Fermi problems is a complex matter, and that some of the theoretical tools used in the field of Mathematical Education fail to adequately reflect this level of complexity. In addition, Modelling Activity Diagrams are presented as a more detailed analysis tool to characterise student choices and actions, as well as to make the structure of the Fermi problem addressed more visible.
|
|
| 5. |
- Albarracín, Lluís, et al.
(author)
-
REPENSANDO LOS PROBLEMAS DE FERMI PARA LA ENSEÑANZA Y APRENDIZAJE DE LAS CIENCIAS [Rethinking Fermi problems for science teaching and learning]
- 2021
-
In: Investigações em Ensino de Ciências. - Brazil : Universidade Federal do Rio Grande do Sul. - 1518-8795. ; 26:3, s. 56-56
-
Journal article (peer-reviewed)abstract
- In this article we present a compilation of research results on the educational use of Fermi problems. While working on these problems, the key aspect is identifying the most relevant variables of a phenomenon and estimating them in order to obtain a solution to the problem. Fermi problems come from a long tradition, they have been used at all educational levels, but they have not yet established as a common activity in the classroom, especially in science classrooms. Given the broad didactic potential of Fermi problems identified in the literature, our contribution in this article is the connections with areas of interest for science teaching. We propose four didactic axes to which Fermi problems can make a relevant contribution in the science classroom: (a) To better understand what science is like, (b) To better participate in school science, (c) To better construct scientific ideas, (d) To better raise awareness of socio-scientific problems. To make the proposal more concrete, we show an example of a concrete solution with a problem of estimation of energy values, which allows us to exemplify classroom work and allows discussion with students on the relevance of science in social problems.
|
|
| 6. |
|
|
| 7. |
- Barquero, Berta, et al.
(author)
-
Introduction to the papers of TW6: Application and modelling
- 2022
-
In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). - : Free University of Bozen-Bolzano, Italy and ERME. ; , s. 999-1008
-
Conference paper (other academic/artistic)
|
|
| 8. |
- Barquero, Berta, et al.
(author)
-
Introduction to the papers of TWG6 : Applications and modelling
- 2019
-
In: <em>Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education</em>. - Utrecht, the Netherlands : Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. ; , s. 1104-1111
-
Conference paper (peer-reviewed)
|
|
| 9. |
|
|
| 10. |
- Bergman Ärlebäck, Jonas, 1972-
(author)
-
A case study of tensions and challenges arising as a Swedish upper secondary teacher designs and implements a Model Development Sequence on statistics
- 2019
-
In: Mathematical modelling education and sense-making. - Cham : Springer. - 9783030376727 - 9783030376734 ; , s. 139-150
-
Book chapter (peer-reviewed)abstract
- A study of an upper secondary teacher trying to transform her teaching by designing and implementing a model development sequence on statistics in a grade 11 mathematics class in Sweden is presented. Cultural-historical activity theory (CHAT) is used to analyse lesson plans, reflection notes, recordings from planning meetings, and student data to identify tensions and challenges arising as she tried to adopt this new perspective on teaching and learning mathematics. The results illustrate the need to renegotiate appropriate classroom norms and facilitate shifts in power, ownership, and responsibilities in the mathematics classroom if a modelling approach is to effectively impact and change the teaching and learning of mathematics using mathematical modelling.
|
|
