dc.contributor.author | Vos, Pauline | |
dc.contributor.author | Frejd, Peter | |
dc.date.accessioned | 2024-04-05T08:13:06Z | |
dc.date.available | 2024-04-05T08:13:06Z | |
dc.date.created | 2020-05-02T20:46:38Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Vos, P. & Frejd, P. (2020). The object-tool duality in mathematical modelling - a framework to analyze students’ appropriation of Sankey diagrams to model dynamic processes. Avances de Investigación en Educación Matemática (AIEM), 17. | en_US |
dc.identifier.issn | 2254-4313 | |
dc.identifier.uri | https://hdl.handle.net/11250/3124997 | |
dc.description.abstract | Students often do not experience the relevance of learning mathematics. This paper reports on an exploratory case study, in which a class of grade 8 students (n=35) was introduced to Sankey diagrams. The aim was to explore to what extent these students could appropriate Sankey diagrams, meaning: they could describe these as objects in themselves and they could use them to model and visualize phenomena relevant to them. Based on Cultural-Historical Activity Theory, we developed an analytical construct defined as the object-tool duality, coordinating mathematics as a set of objects and as a set of tools. The analysis of students’ answers showed that they could use these diagrams as tools to visualize phenomena. When asked to describe the object, all mentioned the tool-side. So, in their appropriation the tool-side came before the object-side. Our contribution is that teaching the tool-side of mathematics
before the object-side may increase students’ sense of the relevance of mathematics, which is a topic to develop for future research. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Spanish Society of Research in Mathematics Education (SEIM) | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | The object-tool duality in mathematical modelling - a framework to analyze students’ appropriation of Sankey diagrams to model dynamic processes | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2020 The Author(s) | en_US |
dc.subject.nsi | VDP::Matematikk og Naturvitenskap: 400::Matematikk: 410 | en_US |
dc.source.volume | 17 | en_US |
dc.source.journal | Avances de Investigación en Educación Matemática (AIEM) | en_US |
dc.identifier.doi | https://doi.org/10.35763/aiem.v0i17.305 | |
dc.identifier.cristin | 1809091 | |
cristin.qualitycode | 1 | |