| Popis: |
In this paper we account for the creation and analysis of an environment of mathematical modeling from the socio-critical perspective (Araújo, 2009). It was developed with a group of eleventh graders at a public school in Bogotá, Colombia, where this approach does not usually work. The main aim of the environment was to make evident opportunities and challenges that could be found incorporating: i) non mathematical problems in the math class, ii) Students' active participation in the model construction, iii) Students' active participation in the society and, iv) teacher's performance as mediator. To account for this, a critical methodological approach was adopted (Vithal, 2000; Skovsmose & Borba, 2004 and Valero, 2012), as well as an analysis of the discourses produced by participants in the environment created. It was found, as a possibility, that students work in groups, demonstrate critical positions and democratic attitudes in class. As challenges, it was established that students’ active participation in the society needs to be thought over and more deeply worked. |
