We showcase an example of a narrative task designed to question the use of (simple) models in mathematical activities at school, with the potential to address different ways of intending equity in distributing resources. We recall some of the contributions in the field of mathematics education that raise the issue of considering the socio-ecological. We present the activity and we discuss its features. Then, we show and discuss some protocols. The first lens of analysis for the protocols employs values as they have been conceptualized in the affect-related research in mathematics education. Secondly, we employ the lens developed within research in mathematical modeling and thirdly we speak back to the research in socio-ecological issues in mathematics education.
The man who counts: values in mathematical modeling
Giovannina Albano;Domenico Brunetto;
2025
Abstract
We showcase an example of a narrative task designed to question the use of (simple) models in mathematical activities at school, with the potential to address different ways of intending equity in distributing resources. We recall some of the contributions in the field of mathematics education that raise the issue of considering the socio-ecological. We present the activity and we discuss its features. Then, we show and discuss some protocols. The first lens of analysis for the protocols employs values as they have been conceptualized in the affect-related research in mathematics education. Secondly, we employ the lens developed within research in mathematical modeling and thirdly we speak back to the research in socio-ecological issues in mathematics education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
