Design modelling tasks in digital environments
Date
2022Abstract
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.