Realistic mathematical modeling and problem posing

Abstract

In this paper I present a teaching experiment characterized by a sequence of activities based on the use of suitable cultural artifacts, interactive teaching methods, and the introduction of new socio-mathematical norms in order to create a substantially modified teaching/learning environment. The focus is on fostering (i) a mindful approach toward realistic mathematical modelling, and (ii) a problem posing attitude. I argue for modelling as a means of recognizing the potential of mathematics as a critical tool to interpret and understand the communities children live, or society in general. Teaching students to interpret critically the reality in which they live and to understand its codes and messages so as not to be excluded or misled, should be an important goal for compulsory education. © 2010 Springer Science+Business Media B.V.