Educational experiences of emergent modelling: a look at the mathematization processes

Abstract

In this contribution, two teaching experiences of emergent modelling are presented. After having clarified the constructs of emergent modelling and mathematization, two teaching experiences are proposed. The first one, carried out in a 2^nd grade class of a primary school, concerned the distributive property of multiplication over addition; the second one, carried out in a 12^th grade class of an upper secondary school, concerned the calculus of the volume of solids. The description of these experiences follows three main directions: the presentation of the learning objective; the choice of the problem in context; the analysis of horizontal and vertical mathematization processes in the students’ solution strategies. The experiences described represent a significant example of the importance of proposing emergent modelling activities to students, supporting them in a process of re-invention of mathematical concepts starting from their informal solving strategies.