Design modelling tasks in digital environments

Abstract

This research explores the relationships that future mathematics teachers establish between modelling, mathematical content and technology when designing tasks for teaching mathematics. By means of a qualitative analysis, aspects were revealed in the design of tasks that provide evidence for the transversality of mathematical and extra-mathematical content. In the design process characteristics related to the modelling process were identified. Also observed was how the use of Dynamic Geometry Software (DGS), associated with the construction of static and dynamic simulations, can expand and transform the mathematical work initially planned in a task. The findings of this work show the potential of the design of modelling tasks to the development of knowledge for training future teachers.