In the group discussion, what was observed in the pre-test is confirmed regarding a conception of the ability of modeling centered on the process of constructing the mathematical model. This model is viewed as an algebraic representation associated with a mathematical situation, where the teacher emphasizes the importance of studying the behavior of the numerical sequence. This, therefore, suggests the epistemological perspective. It can be seen that they did not contemplate a problem of everyday life (intra-mathematical approach), nor did they consider the stages of solving and validating as part of the MM, confusing it with the ability of representation and conceiving it as the process that leads to the generalization of numerical expressions. In other words, it seems that the group conceived MM as a mathematical practice that allows generalizing mathematical expressions, trying to look for epistemologically rich examples that shed some light on mathematics as a science, which is close to the epistemological perspective. When they shared with the rest of their peers and trainers, they were asked about the type of context that involves MM, and they affirmed that it could be real or mathematical.
Lesson 2 Homework Practice Numerical Expressions Answers
The ability of modeling corresponds to being able to go through a circuit that involves a problematic situation in real life, going through the understanding and analysis of the situation, creating a model that allows to give a solution to this situation, such as pictorial representations, numerical or algebraic expressions, solving this model to be able to later re-analyze the situation and see if this model responds or gives a solution to the problem posed. 2ff7e9595c
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