Mathematical Modelling, Mathematical Content and Tensions in Discourses

Abstract

In this chapter, we present part results of an empirical study on tensions in discourses manifested by teachers when they implemented mathematical modelling in the pedagogic practices. The focus is on analysing the tension of students’ mathematical performance. Using Bernstein’s theoretical frame, we followed three teachers from the lower secondary school level from Brazilian public schools. These teachers were videotaped during their modelling-based lessons. The nature of the research analysis is qualitative. The procedures used for collecting data were observations accomplished through recordings of lessons, interviews after each lesson and teachers’ narratives on their lessons. The results have shown that the tension of students’ mathematical performance is related to what and how to teach mathematical content in the modelling environment, when students do not have a mathematical performance to solve problems from daily life situations.