Examining Mathematising Activities in Modelling Tasks with a Hidden Mathematical Character

Abstract

Modelling tasks without numbers break with the usual mathematical contract on modelling tasks. At the same time, the approach provokes modelling actions by making it less evident to employ standard procedures in mathematics. This partial rupture of the didactical contract is analysed with the help of the Anthropological Theory of Didactics. Having established the a priori analysis for certain tasks without numbers, the theory of epistemic actions is used to describe at a micro-level modelling actions which appear in this setting.